Temporary Fix or Lasting Solution? Investigating the Longitudinal Impact of Professional Development on K-2 Science

• In Event: Professional Learning in STEM Areas

Abstract

This study investigated the extent to which a state-funded teacher professional development program designed to improve K-2 science education led to changes that persisted beyond the funding period. The study used a mixed-methods approach and addressed the following questions: (a) To what extent did changes resulting from teacher participation in the professional development program persist after the program ended? (b) To what extent did school and district resources and networks continue to provide adequate support for teachers to implement what they learned in the professional development? Data sources included: a) a teacher survey, b) a self-efficacy assessment, c) content knowledge tests, and d) interviews. Data were collected pre-program, at the end of the program, and two years later.

Authors

• Judith H. Sandholtz, University of California - Irvine

• Cathy Ringstaff, WestEd