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Direct linkSandholtz, Judith Haymore; Ringstaff, Cathy; Matlen, Bryan – Journal of Educational Change, 2019
Professional development holds significant potential in promoting science education, but that potential is undermined if instructional changes are not sustained. For professional development, sustainability refers to the continuation of outcomes over an extended period of time after the program ends and is an issue across international contexts.…
Descriptors: Coping, Longitudinal Studies, Case Studies, Elementary School Science
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
Sandholtz, Judith Haymore; Ringstaff, Cathy – Professional Development in Education, 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…
Descriptors: Faculty Development, Science Instruction, Elementary School Science, Rural Schools
Ringstaff, Cathy; Sandholtz, Judith Haymore – Advances in STEM Education, 2018
Improvements in teachers' pedagogical content knowledge are critical in improving science education but may be insufficient to support and sustain instructional changes. This chapter describes how contextual factors influenced teachers' use of research-based instructional strategies learned in professional development. The research draws on…
Descriptors: Pedagogical Content Knowledge, STEM Education, Teaching Methods, Evidence Based Practice
Sandholtz, Judith Haymore; Ringstaff, Cathy; Triant, Jessica – Phi Delta Kappan, 2023
Given the time and resources invested in teacher professional development, it is important to find ways to extend positive outcomes over the long term. Judith Haymore Sandholtz, Cathy Ringstaff, and Jessica Triant investigated whether modest follow-up supports influenced the sustainability of outcomes for elementary school teachers who had…
Descriptors: Faculty Development, Educational Change, Elementary School Teachers, Career Readiness
