Cathy Ringstaff

Reversing the Downward Spiral of Science Instruction in K-2 Classrooms.

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.

Assessing the impact of teacher professional development on science instruction in the early elementary grades in rural US schools

This study examined the extent to which significant changes after one year of a longitudinal, state-funded teacher professional development program were sustained during the second year. Participants taught in elementary schools located in small, rural school districts in the state of California in the United States. The research examined changes in early elementary teachers’ science content knowledge; self-efficacy in teaching science; instructional practices in science; and contextual factors. Data sources included a teacher survey, self-efficacy assessment, content knowledge tests, interviews and classroom observations. Teachers experienced a significant increase in their knowledge of earth science in the second year. Their overall self-efficacy scores also increased significantly in the second year. Changes in instructional practices in science were largely sustained during the second year but were influenced by contextual factors such as resources, curricular demands, administrators’ support and support from other teachers.

Investigating the dynamics of formative assessment: relationships between teacher knowledge, assessment practice and learning

This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research.

From Budgets to Bus Schedules: Contextual Barriers and Supports for Science Instruction in Elementary Schools

Improvements in teachers’ pedagogical content knowledge are critical in improving science education but may be insufficient to support and sustain instructional changes. This chapter describes how contextual factors influenced teachers’ use of research-based instructional strategies learned in professional development. The research draws on survey, observational, and interview data collected from 135 teachers who participated in four different intensive professional development programs that were situated in small, rural school districts with high-need student populations and that extended over 3 years. Each program had a slightly different STEM focus, but all four programs aimed to improve teachers’ pedagogical content knowledge in science and to foster their use of research-based instructional strategies in science. Across programs, teachers’ science content knowledge, pedagogical content knowledge, and self-efficacy increased over the course of the professional development. Overall, teachers more frequently used research-based practices for teaching science. But contextual factors varied substantially across schools and districts and both fostered and hindered teachers’ science instruction. The most influential contextual factors included time for planning and collaboration, time for science instruction, administrator support, access to resources, and regional constraints. Identifying the contextual factors that influence teachers’ use of pedagogical content knowledge gained through professional development is the first step for formulating strategies for supporting and sustaining teacher change.

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

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 longitudinal, mixed-methods approach and examined persistence of changes in teachers’ content knowledge, self-efficacy, instructional time, and instructional practices in science. It also examined the extent to which school contexts and resources provided ongoing support for teachers to implement what they learned in the professional development. Data sources, collected over a 5-year period, included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. Findings indicated a beginning pattern of decline during the 2 years after the program ended, but outcomes remained higher than before the professional development. Contextual factors varied widely across schools and influenced, in particular, the amount of time teachers devoted to science and their decisions about instructional strategies.