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The Learning Return on Our Educational Technology Investment: A Review of Findings from Research.
Inspiring Instructional Change in Elementary School Science: The Relationship Between Enhanced Self-efficacy and Teacher Practices
This longitudinal study examined the extent to which teachers’ participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in… Expand
Teaching in High-Tech Environments: Classroom Management Revisited
The addition of computers to classrooms influences not only instruction but also classroom management, producing both unexpected problems and benefits. This article summarizes the experiences of… Expand
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… Expand
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… Expand
Getting the Most from Technology in Schools. Knowledge Brief.
Trading Places: When Teachers Utilize Student Expertise in Technology-Intensive Classrooms.
- Cathy Ringstaff
- Computer Science
Utilizing self-report data from 32 elementary and secondary teachers, this study examines the role shifts of both teachers and students as they adapted to teaching and learning in technology-rich classrooms. Expand
Going the Distance for Rural Science Teachers: California Consortium Develops Strategies to Provide Science Content Professional Development for Isolated 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… Expand
The Influence of Contextual Factors on the Sustainability of Professional Development Outcomes
This study investigated how contextual factors influenced the sustainability of outcomes from a 3-year, state-funded professional development program that provided science assistance for K-2 teachers… Expand