Reading, Writing, Arithmetic, and Science? Examining the Impact of Professional Development on K-2 Science Instruction

• In Event: Poster Session 19
  In Poster Session: Supporting, Challenging, and Shifting Teacher Practice in STEM

Abstract

This study investigated the impact of a longitudinal, state-funded teacher professional development program on K-2 science instruction in rural schools. The research examined changes in teachers’ science content knowledge; their self-efficacy related to science teaching; instructional time devoted to science; their use of specific instructional strategies; and contextual factors that promoted or prohibited changes. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. After each year in the program, teachers showed statistically significant increases in science content knowledge and self-efficacy related to teaching science. They spent more instructional time on science and began using different instructional strategies. Key contextual factors included curricular demands, resources, administrative support, and support from other teachers.

Authors

• Judith H. Sandholtz, University of California - Irvine

• Cathy Ringstaff, WestEd