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Results of Field-Based Comparison of Two Widely Used Science and Math Classroom Observation Instruments
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| Presenter(s):
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| Martha Henry,
MA Henry Consulting LLC,
mahenry@mahenryconsulting.com
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| Keith Murray,
MA Henry Consulting LLC,
keithsmurray@mahenryconsulting.com
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| Abstract:
Observation of classroom lessons is an important if problematic component of educational evaluation. Where programs aim at teacher professional development, student performance enhancement, curricular change, or implementation of reform teaching methods, direct observation is crucial to validating and explaining results. A presentation at the 2007 AEA Conference provided a qualitative analysis of the Inside the Classroom Observation and Analytic Protocol and the Reform Teaching Observation Protocol. These observation instruments evidence not only similarities but marked differences in design, focus, documentation and observer skill requirements. This presentation offers continuing analysis and comparison of these two observational instruments in math and science K-12 classrooms. The authors offer the results of a statistical analysis of an item comparison across instruments based on field observations of 20 teachers in two Math Science Partnerships. Results will inform educational evaluators on instrument differences in practice and on characteristics to consider when selecting classroom observation instrumentation.
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Evaluation of the Greater Birmingham Mathematics Partnership: Measuring Teachers’ and Students’ Exposure to Challenging Courses and Curriculum
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| Presenter(s):
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| Rachel Cochran,
University of Alabama Birmingham,
danelle@uab.edu
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| Jason Fulmore,
University of Alabama Birmingham,
jfulmore@uab.edu
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| Abstract:
The Greater Birmingham Mathematics Partnership (GBMP) is an NSF-funded Math and Science Partnership (MSP) located in Birmingham, Alabama. This paper explores the selection and development of GBMP’s evaluation methods and instruments to measure changes in instructional practice and student learning at the middle school level as a result of teachers’ participation in a series of intensive 9-day professional development workshops. The evaluation is guided by GBMP’s unique definition of Challenging Courses and Curriculum (CCC)—deepening mathematical understanding, developing productive disposition, engaging in inquiry and reflection, and communicating mathematical thinking. The paper focuses on the operationalization of CCC and the mapping of items on observation protocols, portfolio and performance assessment rubrics, behavioral checklists, and surveys to each CCC dimension. Relationships among the levels of exposure to CCC in professional development, subsequent delivery of CCC in middle school classrooms, and effects of exposure to CCC on students will be presented.
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The Impact of a National Science Foundation-Funded GK-12 Inquiry-Based Science Program: Three years Out and Beyond
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| Presenter(s):
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| Susan Henderson,
Wested,
shender@wested.org
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| Claire Morgan,
Wested,
comorgan@wested.org
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| Candice Bocala,
Wested,
cbocala@wested.org
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| Karen Graham,
University of New Hampshire,
karen.graham@unh.edu
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| Abstract:
This presentation describes the methods, collaborative approach, and key findings of a three-year formative evaluation of a National Science Foundation-funded university-schools partnership dedicated to encouraging scientific inquiry in high school classrooms through pairing university graduate STEM fellows with high school teachers and classrooms. The initiative aimed to increase the ability of graduate students to communicate effectively about science and research beyond the university setting and to provide the opportunity for fellows to bring their cutting-edge research and practice into the high school classroom to stimulate student interest in and engagement with the sciences and promote inquiry-based learning practices among teachers. The presentation examines the application of inquiry-based science in the classroom, highlighting the impact of the program on students, teachers, and graduate fellows--particularly the on-going impact of the initiative on teachers’ professional growth and teaching approach after the conclusion of program.
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Data-Based Technical Assistance: A Formative Evaluation Process for Improving Mathematics Instructional Support in Restructuring Urban Elementary Schools
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| Presenter(s):
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| David Beer,
University of Chicago,
dwbeer@uchicago.edu
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| Abstract:
Data-Based Technical Assistance (DBTA) is a formative evaluation process designed to provide on-going feedback to schools and district leadership concerning the Everyday Mathematics Restructured Schools Project, a multi-year effort to implement standards-based reform mathematics curriculum and improve instruction and learning at ten elementary schools in the Chicago Public Schools (CPS). The schools are undergoing restructuring for failure to meet adequate yearly progress under the No Child Left Behind act. The project, in its second year, hopes to improve mathematics instruction and learning by providing leadership training and support to in-school mathematics coaches, teachers, principals, and other school leaders. DBTA researchers gather data through protocol-driven classroom observations, teacher logs, teacher interviews, mathematics coach interviews, and principal interviews. Feedback and reporting, including recommendations for improvement, are provided at regular intervals at the school level, in Area meetings, in project principal meetings, and in meetings with the CPS mathematics leadership.
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