Modest Supports for Sustaining Professional Development Outcomes over the Long-Term

This project investigated whether a two-year intervention of modest follow-up support influenced the sustainability of outcomes for elementary teachers who had previously participated in professional development programs designed to improve science education. In this poster, we discuss the supports offered to teachers and the extent to which they used these supports. We also describe the impact of the follow-up supports on teachers' self-efficacy related to science teaching and on their instructional practices.

Co-PI(s): Judith H. Sandholtz, University of California, Irvine