This study will investigate factors influencing the persistence of teacher change after professional development (PD) experiences, and will examine the extent to which modest supports for science teaching in grades K-5 sustain PD outcomes over the long term.
This research study is examining the persistence of improved teacher skills achieved during the K-2 Science & Technology Assistance for Rural Teachers and Small Districts project (K-2 STARTS). K-2 STARTS provided four years of professional development to teachers in 16 rural school districts with high populations of traditionally underserved students. Project data indicates that the project increased teacher content knowledge, pedagogical content knowledge, abilities to integrate science and literacy and to use research-based instructional strategies.
