Assessing the Impact of Teacher Professional Development on Science Instruction in the Early Elementary Grades in Rural US Schools

Autor/inn/en	Sandholtz, Judith Haymore; Ringstaff, Cathy
Titel	Assessing the Impact of Teacher Professional Development on Science Instruction in the Early Elementary Grades in Rural US Schools
Quelle	In: Professional Development in Education, 39 (2013) 5, S.678-697 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2012.751044
Schlagwörter	Faculty Development; Science Instruction; Elementary School Science; Rural Schools; Sustainability; Pedagogical Content Knowledge; Knowledge Base for Teaching; Elementary School Teachers; Self Efficacy; Teaching Methods; Context Effect; Teacher Surveys; Interviews; Observation; Teaching Conditions; Program Effectiveness; Attitude Change; Collegiality; Qualitative Research; California + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Nachhaltigkeit; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Beobachtung; Lehrbedingungen; Unterrichtsbedingungen; Attitudinal change; Einstellungsänderung; Kollegialität; Qualitative Forschung; Kalifornien
Abstract	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 in early elementary teachers' science content knowledge; self-efficacy in teaching science; instructional practices in science; and contextual factors. Data sources included a teacher survey, self-efficacy assessment, content knowledge tests, interviews and classroom observations. Teachers experienced a significant increase in their knowledge of earth science in the second year. Their overall self-efficacy scores also increased significantly in the second year. Changes in instructional practices in science were largely sustained during the second year but were influenced by contextual factors such as resources, curricular demands, administrators' support and support from other teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10