Sustaining Pedagogical Change: Educator Practice in the Year Following the LaCuKnoS DBIR Project (Stage 2, 10:26 AM)

• In Event: e-Lightning Ed-Talk Session 7 - Stage 2

Abstract

This study examines how educators sustained and adapted pedagogical goals from a multi-year DBIR project in the year following its formal conclusion. Using a mixed-methods analysis of engagement records, educator logs, and demographic surveys we investigate enactment of project lessons, tools, and practices in after-school STEM clubs. Framed by a multiplicity of enactment lens, this work highlights educator agency and contextual decision-making in transferring professional learning. Findings show educators’ continued enactment of project resources, especially in the language strand, indicating integration into practice following project completion. This study contributes to research on professional learning sustainability in science education, and reimagines how professional learning can extend into diverse educational spaces.

Authors

• Melissa Livingston, Oregon State University

• Cory A. Buxton, Oregon State University

• Camila Cigarroa Kennedy, Education Northwest