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Assessing Content Knowledge And Changes In Confidence And Anxiety Related To Economic Literacy In A Professional Development Program For History Teachers, Julia M. Rollison, Larry H. Ludlow, Todd Wallingford
Assessing Content Knowledge And Changes In Confidence And Anxiety Related To Economic Literacy In A Professional Development Program For History Teachers, Julia M. Rollison, Larry H. Ludlow, Todd Wallingford
Journal of Educational Research and Practice
The purpose of this study was to determine the impact of a Teaching American History professional development program on content knowledge, and confidence and anxiety associated with teaching economic literacy. Two content assessments and a confidence and anxiety instrument were administered to teachers prior to and immediately following a two-week Summer Institute. Statistically significant findings included an increase in economics content knowledge and an increase in confidence combined with a decrease in anxiety. The scale and measurement model employed to examine status and subsequent change should be useful for similar professional development initiatives and evaluations.