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ERIC Number: EJ1122204
Record Type: Journal
Publication Date: 2016-Dec
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
Temporary Fix or Lasting Solution? Investigating the Longitudinal Impact of Teacher Professional Development on K-2 Science Instruction
Haymore Sandholtz, Judith; Ringstaff, Cathy; Matlen, Bryan
Elementary School Journal, v117 n2 p192-215 Dec 2016
This study investigated the extent to which a state-funded teacher professional development program designed to improve K-2 science education led to changes that persisted beyond the funding period. The study used a longitudinal, mixed-methods approach and examined persistence of changes in teachers' content knowledge, self-efficacy, instructional time, and instructional practices in science. It also examined the extent to which school contexts and resources provided ongoing support for teachers to implement what they learned in the professional development. Data sources, collected over a 5-year period, included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. Findings indicated a beginning pattern of decline during the 2 years after the program ended, but outcomes remained higher than before the professional development. Contextual factors varied widely across schools and influenced, in particular, the amount of time teachers devoted to science and their decisions about instructional strategies.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A