This longitudinal study examines elementary teachers' self-efficacy for science teaching in the years after professional development (PD) ended and during a subsequent 3-year period of follow-up support. Self-efficacy is important because teachers make decisions about classroom activities based, in part, on how confident they are in their…

Although interest in blended learning for students has grown within elementary and secondary school contexts, limited research exists on the implementation of blended professional development (PD) for teachers. The current mixed-method action research study examined teacher participation in blended learning PD in a large California district,…

This study examines opportunities for teacher professional growth and innovation during the COVID-19 pandemic. Survey data, including responses to both closed and open-ended questions, were collected from 276 elementary-school teachers who taught online in two school districts in California. Quantitative and qualitative analyses document the…

Elementary teachers in California were tasked to use cognitively guided instruction (CGI) strategies in mathematics classrooms, but it was uncertain if they had the self-efficacy, confidence, resources, and support to do so consistently. The purpose of this basic qualitative study was to investigate K-5 teachers' perceptions about their…

This paper reports the results of a randomized controlled trial evaluating "We Have Skills," a brief curriculum designed to teach early elementary students academic and social skills as well as improve teacher efficacy in classroom management. Intervention efficacy was tested with 127 teachers, randomly assigned to condition, and 2,817…

Significant environmental impacts such as climate change, reduction in biodiversity, increasing food scarcity, impacts on water supply and availability, and exacerbation of human health problems are occurring and are expected to increase. Despite these environmental challenges the teaching of California's environmental literacy standards, the…

The purpose of this study was to investigate the conditions that influence experienced teachers to dedicate their career to teaching in high needs schools. In addition, this study investigated the extent to which self-efficacy, collegial relationships, principal leadership and personal mission to teach underserved students impact teacher…

This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform-based pedagogies is imperative for supporting students' development as science learners. Teachers need high quality professional development (PD) to learn…

Literacy is the foundation of learning supporting development in all content areas, and teachers are crucial to the academic achievement of all students. Preparing teachers to adequately meet this need is essential. The problem addressed in this study was that classroom teachers in California might not feel effective in teaching literacy skills to…

Traditional teacher professional development (PD) programs frequently lack sufficient face-to-face preparation time to adequately support the implementation of evidence-based pedagogical strategies in classrooms, with teachers citing insufficient preparedness and training time for new methods. To investigate potentials for online PD methods to…

Purpose. The purpose of this qualitative case study was to discover the approaches teachers use to create collective teacher efficacy (CTE) while teaching online at one elementary school located in Southern California. Methodology. A case study design, using semistructured interviews, was used to answer the following central research question: How…

Understanding how principals build and support trust can inform school leaders' practice and efforts to retain teachers in the profession. The purpose of this study was to understand teachers' perceptions of principals' trust-building actions and dispositions. A qualitative case study was designed to understand trust as a multifaceted social…

Student behavior problems in general-education classrooms present a major barrier to effective teaching. Behavior challenges, such as disruptions, noncompliance, and peer conflicts, reduce instructional time, whereas prosocial behaviors, such as paying attention, being ready to work, asking for help, participating in class, and completing…

The intent of this phenomenological study was to examine the sources, such as the resources and support needed to assist in building teacher efficacy and the impact on students with a moderate learning disability, particularly students with an Individualized Education Plan. Affording resources and support for general education teachers is critical…

This mixed-method phenomenological study reports findings of 144 urban California educational leaders' and teachers' views about the identified effects Academic Optimism has on supporting equitable growth in student learning within ten low SES schools. Hoy, Tartar and Woolfolk-Hoy (2006) examined how Academic Optimism was a general demonstrable…