{"id":1702,"date":"2021-11-17T18:39:53","date_gmt":"2021-11-17T23:39:53","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1702"},"modified":"2021-11-17T18:39:53","modified_gmt":"2021-11-17T23:39:53","slug":"1702","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1702","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Ringstaff, C., &amp; Haymore Sandholtz (2018). From budgets to bus schedules: Contextual barriers\u00a0and support for science instruction in elementary schools. In S. M. Uzzo, S. B. Graves, E.\u00a0Shay, M. Harford, &amp; R. Thompson (Eds.),\u00a0<em>Pedagogical content knowledge in STEM<\/em>\u00a0(pp. 67\u201382).<a href=\"https:\/\/doi.org\/10.1007\/978-3-319-97475-0_4\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/978-3-319-97475-0_4<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract: <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cImprovements in teachers\u2019 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\u2019 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\u00a0years. Each program had a slightly different STEM focus, but all four programs aimed to improve teachers\u2019 pedagogical content knowledge in science and to foster their use of research-based instructional strategies in science. Across programs, teachers\u2019 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\u2019 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\u2019 use of pedagogical content knowledge gained through professional development is the first step for formulating strategies for supporting and sustaining teacher change.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ringstaff, C., &amp; Haymore Sandholtz (2018). From budgets to bus schedules: Contextual barriers\u00a0and support for science instruction in elementary schools. In S. M. Uzzo, S. B. Graves, E.\u00a0Shay, M. Harford, &amp; R. Thompson (Eds.),\u00a0Pedagogical content knowledge in STEM\u00a0(pp. 67\u201382).https:\/\/doi.org\/10.1007\/978-3-319-97475-0_4 Abstract: \u201cImprovements in teachers\u2019 pedagogical content knowledge are critical in improving&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1702\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5],"tags":[457,485,572],"coauthors":[2301],"class_list":["post-1702","post","type-post","status-publish","format-standard","hentry","category-book-chapter","tag-science-education","tag-professional-development","tag-elementary","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1702","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1702"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1702\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1702"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1702"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1702"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1702"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}