This study returns two years after 48 elementary school teachers participated in an intensive year-long science professional development program. We explore their successes and struggles in implementing reform-based pedagogies since the year of professional development, given the varying contexts in which these teachers teach science.
David E Long (George Mason University)
Susan Poland (George Mason University)
Andrew Keck (George Mason University)
Friday January 9, 2015 2:45pm - 3:45pm PST
Salon I
