NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1021079
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1941-5257
Assessing the Impact of Teacher Professional Development on Science Instruction in the Early Elementary Grades in Rural US Schools
Sandholtz, Judith Haymore; Ringstaff, Cathy
Professional Development in Education, v39 n5 p678-697 2013
This study examined the extent to which significant changes after one year of a longitudinal, state-funded teacher professional development program were sustained during the second year. Participants taught in elementary schools located in small, rural school districts in the state of California in the United States. The research examined changes in early elementary teachers' science content knowledge; self-efficacy in teaching science; instructional practices in science; and contextual factors. Data sources included a teacher survey, self-efficacy assessment, content knowledge tests, interviews and classroom observations. Teachers experienced a significant increase in their knowledge of earth science in the second year. Their overall self-efficacy scores also increased significantly in the second year. Changes in instructional practices in science were largely sustained during the second year but were influenced by contextual factors such as resources, curricular demands, administrators' support and support from other teachers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California