Abstract
Purpose. The purpose of this study was to examine the use of the California Science Implementation Network Level II (CSIN$\\\\sb2)$ Professional Development Program. The study assessed: (a) the elements of the program that were used, (b) the elements that were perceived as helpful in facilitating the implementation of "hands-on" science in elementary classrooms, and (c) the influence that the program had on the amount of time teachers spent on "hands-on" science instruction following their second year of participation in CSIN$\\\\sb2.$ Methodology. The research design was both descriptive and ex post facto. Three survey instruments were used to collect data from classroom teachers, lead teachers, and principals in eleven elementary schools in Alameda and Santa Clara counties who participated in CSIN$\\\\sb2$ during the 1993-1994 and 1994-1995 school years (N = 106). Descriptive statistics, t-tests for independent samples, and the Pearson Product-Moment correlation coefficient were used to analyze the data. Findings. (1) The CSIN$\\\\sb2$ elements more frequently used were the overview seminar, content seminar, and the services of the lead teacher; (2) the CSIN$\\\\sb2$ elements that provided opportunities for collaboration and collegial support were perceived as most helpful; (3) the most helpful CSIN$\\\\sb2$ elements were the least frequently used; and (4) 64 percent of the elementary teachers in this study spent more time on "hands-on" science instruction after two years of participation in the CSIN$\\\\sb2$ training program. Conclusions. (1) CSIN$\\\\sb2$ staff, lead teachers, and principals provide the infrastructure necessary to sustain long-term efforts to implement "hands-on" science in elementary classrooms by providing the collegial support, time, and expertise that allows mutual adaptation to take place, and (2) additional opportunities for collaboration and collegial support can increase the impact the CSIN$\\\\sb2$ program has on the amount of time elementary teachers spend on "hands-on" science in their classrooms. Recommendations. (1) Provide training for CSIN staff, lead teachers, and principals about how to integrate additional opportunities for collaboration and collegiality into every element of the CSIN$\\\\sb2$ staff development program, and (2) suggest that participating schools spend their time and money on the most helpful elements.