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Placing Teachers' Career Development in Context: Revisioning Science, Technology, Engineering, and Mathematics (STEM) Professional Development
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| Presenter(s):
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| Darnella Davis, COSMOS Corporation, ddavis@cosmoscorp.com
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| Abstract:
A mixed method examination of eight National Science Foundation (NSF)-supported training programs, Teacher Institutes for the 21st Century, sheds light on assessing reforms among K-20 partnerships with varying configurations. The study posits a framework for considering training activities, including embedded professional development and distributed leadership among learning communities, as part of nesting spheres of influence that range from small empowered groups to competitors at the global level. The varying configurations may signal the need for evaluators to reconsider existing career development routes to meet the nation's pressing need for teachers' mastery of science, technology, engineering, or mathematics (STEM) content. The eight sites provide training institutes under NSF's Math and Science Partnership (MSP) Program which encourages creative partnerships that engage STEM faculty in work with K-12 districts to improve teacher content knowledge. These new configurations require fresh perspectives on assessing program implementation. The author is an MSP Program Evaluation Co-PI.
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Measuring the Effects of Collaboration and Professional Development on the Technology Integration in K-12 Classroom Instruction
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| Presenter(s):
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| Melinda Mollette, North Carolina State University, melinda_mollette@ncsu.edu
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| Jason Osborne, North Carolina State University, jason_osborne@ncsu.edu
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| Tricia Townsend, North Carolina State University, latricia_townsend@ncsu.edu
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| Abstract:
IMPACT is a media and technology program, funded through the North Carolina Department of Public Instruction, designed to support and promote effective instruction that integrates technology. A mixed-methods approach was used to evaluate whether implementation of the IMPACT model in K-12 schools improves student achievement and technology skills, increases teacher use of technology during instruction, and increases teacher morale, as well as attitudes toward technology use. The model is currently being implemented as a district-wide initiative in seven school districts throughout the state, which include a total of thirty K-12 schools. In addition, the evaluation will determine if the collaborative environment and quality of professional development provided in the uses of various technological tools results in an increase in the depth and frequency of technology integration by classroom teachers in all grade levels and subject areas. Information about the measures, data collection/analysis methods and implementation issues will be addressed.
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A Longitudinal Evaluation of the Impact of Professional Development on Science Teacher Self-efficacy and the iMplementation of Inquiry-based Methods in the Classroom
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| Presenter(s):
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| Aruna Lakshmanan, East Main Educational Consulting LLC, alakshmanan@emeconline.com
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| Michael Elder, Onslow County Schools, michael.elder@onslow.k12.nc.us
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| Aaron Perlmutter, East Main Educational Consulting LLC, aperlmutter@emeconline.com
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| Barbara Heath, East Main Educational Consulting LLC, bheath@emeconline.com
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| Abstract:
This paper discusses evaluation activities related to a DOE-funded Math and Science Partnership (MSP) in a county in North Carolina, in which professional development activities were aimed at increasing content knowledge and at improving pedagogy of elementary and middle grade science and math teachers. Several measures were used to assess the impact of these activities over four points in time. These included measures of teacher self-efficacy and outcome expectancy using the Science Teaching Efficacy Belief Instrument (STEBI), and of the extent to which teachers practice inquiry-based instruction using the Reformed Teaching Observation Protocol (RTOP). Professional development is an ongoing process, and change does not happen overnight (Glusac, 2008). Often, change in beliefs precedes change in practice. While prior studies have reported a correlation between teacher self-efficacy and the use of inquiry-based methods, very few are longitudinal investigations. This paper shares the findings of the longitudinal study and discusses implications.
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I Need Structure: Evaluation Without a Framework
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| Presenter(s):
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| Jeffrey Wasbes, Research Works Inc, jwasbes@researchworks.org
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| Abstract:
STEM focused initiatives in K-12 education are new endeavors. The absence of curricular standards or a framework of necessary content knowledge (in New York State) in this discipline creates confounding challenges to the evaluator. Using knowledge gained from empirical studies and supplemented by research, this paper explores issues that arise due to this lack of context for evaluation of STEM focused teacher professional development programs funded through Title II, Part B of NCLB. Some of these challenges are known to systemic evaluation practitioners; some are particular to the program that is the subject of this paper, which is set in the New York City School System. All are confounding to a relatively new evaluator. The author hopes that exploration of these issues stresses the need for the creation of a framework of STEM standards.
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Using Mixed Methods to Assess the Transfer of Professional Learning to Classroom Practice in the Evaluation of Two Statewide Teacher Quality Initiatives
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| Presenter(s):
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| Thomas Horwood, ICF International, thorwood@icfi.com
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| Rosemarie O'Conner, ICF International, ro'conner@icfi.com
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| Sarah Decker, ICF International, sdecker@icfi.com
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| Barbara O'Donnel, Texas Education Agency, barbara.odonnel@tea.state.tx.us
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| Abstract:
This paper explores the processes evaluators took to assess teachers' acquisition and transfer of skills and knowledge to the classroom. Evaluations of two statewide (Texas) teacher quality initiatives will be discussed, the Beginning Teacher Induction and Mentoring Program and the Texas Adolescent Literacy Academies. The evaluations demonstrate the use of different data collection techniques to assess the transfer of learning to classroom practice of teacher participants: (a) classroom observations, (b) expert panel review of training curricula, and (c) didactic interviews with beginning teachers and their mentors. The session will describe the use of mixed methods evaluation methodologies to triangulate findings and how findings were translated into recommendations for program improvement and legislative action. This methodology and data from these evaluations will contribute to the design and delivery of teacher mentoring and literacy professional development. Furthermore, this methodology can be applied to future evaluations of any teacher professional development endeavor.
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