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ERIC Number: EJ938908
Record Type: Journal
Publication Date: 2011-Oct
Pages: 21
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1046-560X
Reversing the Downward Spiral of Science Instruction in K-2 Classrooms
Sandholtz, Judith Haymore; Ringstaff, Cathy
Journal of Science Teacher Education, v22 n6 p513-533 Oct 2011
This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers' content knowledge in science; (b) teachers' self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching science; they spent more instructional time on science and began using different instructional strategies. Key contextual factors included curricular demands, resources, administrative support, and support from other teachers.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 1; Grade 2; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A