This mixed methods study examined an elementary teachers science professional development institute and its effect on teachers' self-efficacy and belief outcomes and changes to their content knowledge. This study looked at the first year of a two-year grant funded program. Anchored by a two-week hands-on, science content and pedagogy summer professional development institute, the program included ongoing workshops, conference attendance, and support. A case study of a highly motivated participant provided insight into how one teacher implemented aspects of the professional development program. Students' scores on the fifth grade state science test (CST) were examined to see if there was a difference in student learning after the teacher's participation. Statistically significant changes were seen in teachers' self-efficacy, belief outcomes and science content as measured by the STEBI and program developed content tests. Students in the case study classroom outperformed their peers on the state standards-based content test.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 50/04M, Masters Abstracts International|
|Subjects:||Teacher education, Science education|
|Keywords:||California Standards Tests|
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