Teachers’ Knowledge and Practice Professional Development and Rural Teachers' Knowledge and Practice

The purpose is to investigate, via a survey of a national sample of approximately 800 K-5 teachers in rural and non-rural settings, the following: (a) variations in existing rural professional development (PD) experiences for reading, science, and mathematics instruction; (b) differences in PD practices between rural and non-rural settings; (c) potential influence of PD characteristics on teacher knowledge, perceptions, and practices; and (d) moderating effects of context and teacher variables.