Reversing the Downward Spiral of Science Instruction in K-2 Classrooms |
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| Authors: | Judith Haymore Sandholtz and Cathy Ringstaff |
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| Institution: | (1) Department of Education, University of California Irvine, 3200 Education Building, Irvine, CA 92697-5500, USA;(2) WestEd, 400 Seaport Court, Suite 222, Redwood City, CA 94063, USA |
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| Abstract: | This study investigated the extent to which teacher professional development led to changes in science instruction in K-2
classrooms in rural school districts. The research specifically examined changes in (a) teachers’ content knowledge in science;
(b) teachers’ self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional
strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science
instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and
classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in 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. |
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