This case study investigated how context variables influenced the impact of a state-funded longitudinal professional development (PD) program on the participant teachers' practice. Data was collected to compare differences in Science Content Knowledge, Science Pedagogical Content Knowledge, and the teachers' practice over the course of the PD program. Contextual variables related to district restructuring and school implementation of district policy evidence a direct effect on time spent on science instruction, specific instructional strategies used, and on the development of a professional community among the participants. This case study substantiates the implication that districts and school policies must provide adequate support for teachers to implement what is learned in professional development to enact any effective science education reform at the elementary school level.
","abstract_html":"<p>This case study investigated how context variables influenced the impact of a state-funded longitudinal professional development (PD) program on the participant teachers' practice. Data was collected to compare differences in Science Content Knowledge, Science Pedagogical Content Knowledge, and the teachers' practice over the course of the PD program. Contextual variables related to district restructuring and school implementation of district policy evidence a direct effect on time spent on science instruction, specific instructional strategies used, and on the development of a professional community among the participants. This case study substantiates the implication that districts and school policies must provide adequate support for teachers to implement what is learned in professional development to enact any effective science education reform at the elementary school level.</p>","abstract_has_math":false,"creators":["Yarema, Sandra Lynn"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Maria M. Ferreira"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T06:00:03Z","subjects":["Context Variables","Professional Development","Professional Learning Community","Science Content Knowledge","Science Pedagogical Content Knowledge","Elementary Education and Teaching","Science and Mathematics Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/1176","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Maria M. Ferreira"]},{"key":"dc:creator","label":"Author","values":["Yarema, Sandra Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Context Variables","Professional Development","Professional Learning Community","Science Content Knowledge","Science Pedagogical Content Knowledge","Elementary Education and Teaching","Science and Mathematics Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/1176"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This case study investigated how context variables influenced the impact of a state-funded longitudinal professional development (PD) program on the participant teachers' practice. Data was collected to compare differences in Science Content Knowledge, Science Pedagogical Content Knowledge, and the teachers' practice over the course of the PD program. Contextual variables related to district restructuring and school implementation of district policy evidence a direct effect on time spent on science instruction, specific instructional strategies used, and on the development of a professional community among the participants. This case study substantiates the implication that districts and school policies must provide adequate support for teachers to implement what is learned in professional development to enact any effective science education reform at the elementary school level.
"]},{"key":"dc:title","label":"Title","values":["The Impact Of A Professional Development Program On Teachers' Practice And How Context Variables Influenced Such Practice: A Case Study"]}]}],"canonical_facts":{"dc:contributor":["Maria M. Ferreira"],"dc:creator":["Yarema, Sandra Lynn"],"dc:date.available":["2014-01-01T08:00:00Z"],"dc:description.abstract":["This case study investigated how context variables influenced the impact of a state-funded longitudinal professional development (PD) program on the participant teachers' practice. Data was collected to compare differences in Science Content Knowledge, Science Pedagogical Content Knowledge, and the teachers' practice over the course of the PD program. Contextual variables related to district restructuring and school implementation of district policy evidence a direct effect on time spent on science instruction, specific instructional strategies used, and on the development of a professional community among the participants. This case study substantiates the implication that districts and school policies must provide adequate support for teachers to implement what is learned in professional development to enact any effective science education reform at the elementary school level.
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