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Sandholtz, Judith Haymore; Ringstaff, Cathy – Journal of Science Teacher Education, 2014
This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second…
Descriptors: Longitudinal Studies, Faculty Development, Self Efficacy, Teacher Effectiveness
Sandholtz, Judith Haymore; Ringstaff, Cathy – Journal of Science Teacher Education, 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…
Descriptors: Science Instruction, Elementary School Science, Faculty Development, Rural Schools