Temporary Fix or Lasting Solution? Investigating the Longitudinal Impact of Teacher Professional Development on K–2 Science Instruction

Autor:	Cathy Ringstaff, Judith Haymore Sandholtz, Bryan J. Matlen
Rok vydání:	2016
Předmět:	Self-efficacy Science instruction Context effect Multimethodology education 05 social sciences Professional development 050401 social sciences methods 050301 education Science education Education 0504 sociology Sustainability Mathematics education Psychology 0503 education Period (music)
Zdroj:	The Elementary School Journal. 117:192-215
ISSN:	1554-8279 0013-5984
Popis:	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 t...
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::fcfe938da0097086a35e2b00416130a4 https://doi.org/10.1086/688920 Zobrazit plný text záznamu