Student performance in two first-semester general chemistry courses are compared to determine whether a distance learning model can provide a comparable learning opportunity to the conventional lecture–laboratory format. The conventional course was taught at a midsized, southeastern university; the distance learning course was taught through a community college. The laboratory portion of the distance learning course consisted of at-home (kitchen chemistry) experiments. For the first two semesters (Version I), the lecture portion of the course was delivered via the Internet and the students met on campus each week for a laboratory–recitation session. For the following three semesters (Version II), all instruction was offered via the Internet. In every semester, distance learning students achieved higher average scores than their university counterparts on common final exams. In laboratory practicals, distance learners demonstrated manipulation, data analysis, and data reporting skills that surpassed those of the students in the conventional course. These results suggest that this distance learning model for teaching chemistry can be an effective alternative to conventional teaching methods for the types of students who typically succeed in a distance learning environment. The results also demonstrate a unique approach to helping students appreciate the relevance of chemistry to their daily lives.

This study examines the impact of standards-based professional development on teacher efficacy and instructional practice of elementary and middle school science teachers. Professional development activities were conducted over a period of 3 years and included content courses as well as teacher involvement in professional learning communities. Teacher efficacy was assessed at five time points using the Science Teacher Efficacy Beliefs Instrument (STEBI), and instructional practice was evaluated at four time points with classroom observations using the Reformed Teaching Observation Protocol (RTOP). Results indicate that there was significant growth in teacher self-efficacy but not in outcome expectancy. There was also significant growth in the extent to which teachers implemented inquiry-based instruction in the classroom. Additionally, a positive correlation was observed between changes in self-efficacy and changes in the use of inquiry-based instructional practice. These results are discussed in terms of a model of teacher learning wherein changes in teacher beliefs and changes in classroom practice mutually influence each other, and also in terms of the impact of collaboration on teacher efficacy and practice. ß

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Instrument choice is a crucial part of evaluation of professional development programmes. The use of multiple evaluation methods helps in triangulation, and offers insight into the developmental sequence involved in the changes in teacher beliefs and practice. Most current instruments are self-contained and not designed for use in conjunction with other instruments. Linking such instruments poses challenges for evaluators. We performed an extensive literature survey to identify instruments best aligned with each other. We describe here our evaluation needs, examine the subset of instruments selected based upon these needs, and discuss our choice of instruments guided by specific principles.