Assessment of teachers’ gains across multiple historic site-based professional development programs

This paper reports on Y3/3-year project to assess teacher growth in historical knowledge, skills, and dispositions, at historic site-based teacher PD programs (HSBPD). This third year study, drawn from two different historic sites—Thomas Jefferson’s Monticello and George Washington’s Mount Vernon, we found a plurality of teachers evinced growth in historical thinking after exposure to on-going archeological and interpretive work at the sites....