Supporting Rural Teachers through Place-Based Disease Ecology Curriculum and Professional Development

• In Event: Understanding and Sustaining Rural Educators: Motivation, Professional Learning, and Workforce Development

Abstract

This study examines a federally funded professional development (PD) program designed to support rural K-12 teachers in implementing place-based science instruction focused on disease ecology. Twenty teachers participated in a six-month online PD course aligned with the Next Generation Science Standards (NGSS) and grounded in Indian Education for All (IEFA). Data sources for this paper include pre- and post-PD surveys and post-PD group interviews. Findings revealed significant increases in teachers’ science self-efficacy, STEM instructional practices, and STEM career awareness. Qualitative data further illustrate how the place-based curriculum contextualized instruction and engaged students in locally relevant science learning. Implications highlight the potential of place-based PD to strengthen rural teachers’ confidence and instructional practice while promoting meaningful STEM learning in rural contexts.

Authors

• Tugba Boz, University of North Dakota

• Hilarie B. Davis, Technology for Learning Consortium

• Rebekah Hammack, Purdue University

• Jamie Cornish, Montana State University

• Nora C. Smith, Montana State University