This study will investigate factors influencing teacher change after professional learning (PL) experiences and will examine the extent to which modest supports for science and engineering teaching in grades 3-5 sustain PL outcomes over the long term, such as increases in instructional time devoted to science, teacher self-efficacy in science, and teacher use of reform-oriented instructional strategies aligned with the Next Generation Science Standards.
Investigating How Combining Intensive Professional Development and Modest Support Affects Rural Elementary Teachers’ Science and Engineering Practice
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.
Persistence of Teacher Change in Rural Schools: Assessing the Short- and Long-Term Impact of Professional Development on K-2 Science Instruction
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.