Investigating How Combining Intensive Professional Development and Modest Support Affects Rural, Elementary Teachers’ Science and Engineering Practice

We are investigating factors that influence elementary teachers’ professional learning (PL) in science and engineering. The intervention and ongoing supports are offered at a distance to participants teaching grades 3-5 in rural school districts. Overarching research objectives include examining: (1) the impacts of online science and engineering PL; (2) the effectiveness of modest supports on the sustainability of PL outcomes; and (3) the changes to teachers’ engineering instructional practices.