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Planning Evaluations for Discovery Research K-12 (DR K-12) Design Projects
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| Presenter(s):
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| Kathleen Haynie, Haynie Research and Evaluation, kchaynie@stanfordalumni.org
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| Abstract:
The Discovery Research K-12 (DR K-12) program seeks to enable significant advances in preK-12 learning of the STEM disciplines through the study of new resources, models, and technologies. This initiative seeks to meet immediate challenges and anticipate future educational opportunities. This paper will lay out a general approach to the evaluation of DR K-12 projects. A comprehensive approach to evaluation design can be guided by the expectations of the NSF and analysis of fundamental issues undergirding program evaluation. Based on best evaluative practices and project needs, DR K-12 evaluations can be carried out in five phases: logic modeling, definition of evaluative questions, design of evaluation plan, data collection and analysis, and provision of evaluative information. DR K-12 projects have the potential to significantly contribution to the future of education; informed evaluations are of critical importance. This paper is intended to help prepare evaluators faced with this daunting task.
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Evaluation Methodology and Results of the Building Science Teaching Capacity Project
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| Presenter(s):
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| Robert Owens, Washington State University, rwowens@wsu.edu
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| Mike Trevisan, Washington State University, trevisan@wsu.edu
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| Abstract:
Considerable interest exists in STEM educational programs at local and national levels. Evaluation is central in these programs; educators and policy-makers focus on determining and documenting what works in STEM education. Evaluation operates at the national or program level and the local or project level. Reports of program level evaluation can be broad in scope, containing little specific information regarding individual project evaluations. The Mathematics and Science Partnership (MSP) program is a STEM program funded by the Department of Education. The Building Science Teaching Capacity (BSTC) is a MSP project in Washington State. Few published or publicly available evaluation reports exist for MSP projects nationally and locally. We present results of the evaluation of the BSTC, including results from pretest-posttest and post only measures of impact of workshops and trainings. Teachers and administrators benefited from trainings. Evaluators of STEM projects should disseminate findings in various venues, including journals and conferences.
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Longitudinal Evaluation of Project Lead The Way in Iowa: Using Interdisciplinary Collaboration as a Method of Quality
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| Presenter(s):
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| Melissa Chapman, University of Iowa, melissa-chapman@uiowa.edu
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| David Rethwisch, University of Iowa, david-rethwisch@uiowa.edu
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| Tom Schenk Jr, Iowa Department of Education, tom.schenk@iowa.gov
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| Frankie Laanan, Iowa State University, laanan@iastate.edu
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| Soko Starobin, Iowa State University, starobin@iastate.edu
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| 'Leaf' Yi Zang, Iowa State University, lyzhang@iastate.edu
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| Abstract:
We take an interdisciplinary approach to evaluate a state-wide implementation of a complex, multi-faceted Science Technology Engineering and Mathematics (STEM) program, Project Lead The Way (PLTW). Despite policy and state-funding to assist the growth of PLTW enrollment in Iowa’s secondary schools, there is little evaluation evidence available about this secondary engineering program. We use the Program Evaluation Standards to guide our work, particularly balancing the feasibility and accuracy standards. Our presentation will use the Program Evaluation Standards as a guide to discuss our current evaluation processes and our outcome evidence to-date, as well as lessons learned and directions for future improvements to our evaluation.
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Measuring Change in Middle Schools Girls’ Knowledge and Perceptions of Science, Technology, Engineering and Math (STEM) Related to Intervention: Implications for School Reform
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| Presenter(s):
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| Carol Nixon, Edvantia Inc, carol.nixon@edvantia.org
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| Abstract:
Art to STEM, funded by a National Science Foundation grant, aims to increase the rate of enrollment among girls in STEM high school academies in Metropolitan Nashville Public Schools. The project’s mixed-method evaluation includes several strategies to assess shifts in STEM- and career-related knowledge, attitudes, and perceptions of the future. This paper contrasts student assessment results over time, specifically highlighting the Draw An Engineer Test (DAET) and a life timeline exercise. While data were collected to evaluate the project, the baseline findings alone have implications when viewed within a broader, systemic context of school reform. More attention needs to be directed at the cross-cutting implications of single agency- or program-funded evaluations. The baseline data suggest possible negative implications for STEM education and career growth given school reform efforts, such as high school career academies, unless sufficient attention is given to extending school reform downwards into middle and elementary schools.
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