What are the characteristics of the funded PD projects? How much variation and similarity exist in philosophy, assumptions, and methods? To what extent do projects achieve goals? What are the characteristics of the teachers who participate in the PD projects? How do the teachers who participate in PD projects differ from the other teachers in their schools and/or districts who do not participate? What teacher learning outcomes (knowledge and understanding of science concepts, knowledge and understanding of inquiry-based pedagogy, and changes in teacher practices) are demonstrated in the PD projects? How are they related to project goals? What are the relationships between project characteristics, teacher characteristics, and teacher learning outcomes? What learning outcomes are demonstrated by students of participating teachers? Are those learning outcomes different than learning outcomes demonstrated by similar students in similar classrooms? Do aggregate measures of student achievement based on the Missouri Assessment Program (MAP) and/or other standardized assessments show increases in schools and classrooms of teachers who participate in PD activities? How is science education at partnership higher education institutions influenced by PD project activities?

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