Zobrazeno 1 - 10
of 30
pro vyhledávání: '"Judith Haymore Sandholtz"'
Publikováno v:
The Rural Educator, Vol 41, Iss 2 (2020)
Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these s
Externí odkaz:
https://doaj.org/article/8d093c7c86d34e3485c6c5ac6aafaa46
Publikováno v:
Phi Delta Kappan. 104:31-35
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-u
Publikováno v:
Professional Development in Education. 48:672-687
Given the time and resources invested in professional development, it makes sense to find ways to extend positive outcomes over the long term. However, there is little research investigating what e...
Publikováno v:
Journal of Educational Change. 20:221-248
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
Publikováno v:
The Rural Educator, Vol 41, Iss 2 (2020)
Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these s
Publikováno v:
Journal of Teacher Education. 70:472-484
This exploratory study examines the relationship between preservice teachers’ performance on a teaching performance assessment for licensure in elementary mathematics and a measure of knowledge that, in studies of practicing teachers, was found to
Publikováno v:
Professional Development in Education. 44:190-208
This study investigates the impact of a professional development program that included two distinct components: strategies for infusing student-talk into grade-level lessons in science and mathemat...
Publikováno v:
The Elementary School Journal. 117:192-215
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 appr
Publikováno v:
Journal of Science Teacher Education. 27:205-226
This study investigated how contextual factors influenced the sustainability of outcomes from a 3-year, state-funded professional development program that provided science assistance for K-2 teachers in small, rural school districts. The research use
Publikováno v:
Advances in STEM Education ISBN: 9783319974743
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 re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7500aecb1352a5ffeeae03685365492c
https://doi.org/10.1007/978-3-319-97475-0_4
https://doi.org/10.1007/978-3-319-97475-0_4