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Examining the Sustainability of Teacher Learning Following a Year-Long Science Professional Development Programme for Inservice Primary School Teachers
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Drits-Esser, Dina; Gess-Newsome, Julie; Stark, Louisa A. – Professional Development in Education, 2017
This two-year, mixed-methods study explored teacher learning during a year-long professional development programme and during the year following the programme. The study examined patterns of change in primary school teachers' inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of…
Descriptors: Sustainability, Learning Processes, Retention (Psychology), Science Education
I Do Not Feel I Am Properly Trained to Help Them! Rural Teachers' Perceptions of Challenges and Needs with English-Language Learners
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Hansen-Thomas, Holly; Grosso Richins, Liliana; Kakkar, Kanika; Okeyo, Christine – Professional Development in Education, 2016
This paper explores the perceived professional development needs of inservice teachers of English-language learners (ELLs) from 10 rural and small districts in the USA. The survey instrument that captured responses from 159 elementary and secondary teachers in Texas was primarily quantitative and was based on the state English as a second language…
Descriptors: Faculty Development, Inservice Teacher Education, English Language Learners, Rural Schools