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Educational Policy
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Promoting Inquiry-Based Instructional Practice: The Longitudinal Impact of Professional Development in the Context of Systemic Reform

Jonathan A. Supovitz

Daniel P. Mayer

Jane B. Kahle

Over the past decade, national and state policy makers have wagered heavily on systemically reforming science and mathematics education through inquiry-based instructional approaches. This study examines the impact in one state of intensive science and mathematics professional development for teachers in the context of statewide systemic reform. Based on a unique longitudinal data set, the study models the impact of professional development on teachers' attitudes toward inquiry-based instruction, their capacity to adopt inquiry-based teaching strategies, and their classroom use of inquiry-based instructional practices. The findings are remarkably consistent across both subjects. Teachers' attitudes, preparation, and practices all showed strong, positive, and significant growth from preprofessionai development to the following spring. Furthermore, these gains were sustained over several years following their involvement. These findings provide a promising indication that large-scale, high-quality, intensive training set within a context of standards-based systemic reform can be a powerful mechanism for sustained impact on teachers.

Educational Policy, Vol. 14, No. 3, 331-356 (2000)
DOI: 10.1177/0895904800014003001
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