Professional development tune-up. (May 2023)

• Record Type: Journal Article
• Authors: Sandholtz, Judith Haymore; Ringstaff, Cathy; Triant, Jessica
• Is Part Of: Phi Delta Kappan. Volume 104:Number 8(2023)
• Page Start: 31
• Page End: 35
• Publication Date: 2023-05
• Subjects: Teacher professional development -- professional development support -- science curriculum -- National Science Foundation -- Next Generation Science Standards -- follow-up -- support -- science instruction; Education -- United States -- Periodicals; Greek letter societies -- Periodicals; Onderwijs; Éducation -- Périodiques; Associations désignées par des lettres grecques -- Périodiques; Éducation; Enseignement; Pédagogie; Politique éducative; Recherche en éducation; Réforme du système éducatif; Services aux élèves; Système éducatif; États-Unis; Étude comparée (Descripteur de forme); Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.0097305
• DOI: 10.1177/00317217231174710
• Languages: English
• ISSNs: 0031-7217

Abstract

Given the time and resources invested in teacher professional development, it is important to find ways to extend positive outcomes over the long term. Judith Haymore Sandholtz, Cathy Ringstaff, and Jessica Triant investigated whether modest follow-up supports influenced the sustainability of outcomes for elementary school teachers who had previously participated in science education professional development programs. Results indicate that follow-up supports reversed declines (in the years after the professional development ended) in teachers' sense of preparedness to teach science, use of selected instructional strategies, and implementation of inquiry-based student activities in science.