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Conceptualizing and Evaluating the Effectiveness of Intra-Institutional Collaboration: A Case Study of Purdue University's Research Goes to School Project
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| Presenter(s):
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| Kasey Goodpaster, Purdue University, scott66@purdue.edu
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| Omolola Adedokun, Purdue University, oadedok@purdue.edu
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| Sandra Laursen, University of Colorado, Boulder, sandra.laursen@colorado.edu
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| Lisa Kirkham, Purdue University, lkirkham@purdue.edu
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| Loran Parker, Purdue University, carleton@purdue.edu
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| Wilella Burgess, Purdue University, wburgess@purdue.edu
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| Gabriela Weaver, Purdue University, gweaver@purdue.edu
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| Abstract:
Intra-institutional collaboration allows distinct entities within universities to pool their resources to broaden the impact of research. However, despite recent calls for the use of innovative collaboration to increase the relevance of research to education, especially in STEM disciplines, empirical research and evaluation of intra-institutional collaboration is scant. This gap in literature is not unrelated to the lack of a commonly agreed upon conceptualization of intra-institutional collaborations in university settings. This session will describe the process of developing a framework for the conceptualization and evaluation of an intra-institutional collaboration initiative, Purdue University's Research Goes to School project, funded by the National Science Foundation's Innovation through Institutional Integration program. In this project, three existing programs and research centers collaborate to develop, implement and test a science curriculum that brings university-level research into rural high school classrooms. Presenters will describe the process of conceptualizing, measuring, and evaluating the effectiveness of intra-institutional collaboration.
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Lessons learned from evaluating a complex, multi-partner, multi-year, multi-site K-12 education intervention
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| Presenter(s):
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| Harouna Ba, Center for Children and Technology, hba@edc.org
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| Elizabeth Pierson, Center for Children and Technology, epierson@edc.org
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| Terri Meade, Center for Children and Technology, tmeade@edc.org
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| Abstract:
In the aftermath of Hurricane Katrina, a multi-national technology corporation partnered with eight districts in Mississippi and Louisiana in order to transform them into 21st Century Learning Systems. Working closely with the funder, district leaders and various partnering organizations, EDC's Center for Children and Technology (CCT) designed and conducted the Initiative's formative and summative evaluations. Using qualitative and quantitative methods, researchers documented the experiences of leaders, technology staff, teachers, students, and parents who were instrumental in the implementation of the project. This panel will share and discuss the initiative's theories of implementation and impact, methodologies, and the lessons learned over the course of the implementation and evaluation of this complex, multi-year, multi-site, and multi-partner education intervention.
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Evaluating Professional Development for Principals: The Impact of School Leadership on Teacher Collaboration and Instruction
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| Presenter(s):
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| Craig Outhouse, University of Massachusetts, craigouthouse@gmail.com
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| Rebecca Woodland, University of Massachusetts, Amherst, rebecca.woodland@educ.umass.edu
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| Abstract:
This evaluation study examined the quality of a 3-year district-wide PLC professional development program for school administrators intended to build principal capacity to develop and sustain effective teacher collaboration. Findings of the evaluation, including the impact of leadership on collaboration quality, teachers' expectations to collaborate, teacher attitude toward the value of collaboration, and quality of instruction will be discussed. Stakeholders used evaluation findings to identify the high-leverage administrative behaviors that contributed most positively to improvements in teacher collaboration, instructional practice, sense of job satisfaction, and enhanced student learning. In addition to evaluation findings, session participants will learn about the key design attributes of this district's PLC professional development program for principals, and be presented with the primary assessment instrument used to collect data about school leadership, quality of teacher collaboration, instruction, and student learning.
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Science, Technology, Engineering, and Math (STEM) Business Partnerships with High School Mathematics: Evaluation Towards Rigor, Relevance, Relationships, and Results for At-Risk and High-Performing Students
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| Presenter(s):
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| Paul Gale, San Bernardino County Superintendent of Schools, ps_gale@yahoo.com
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| Abstract:
The context of the ongoing evaluation study focuses on two initiatives targeting different high school student populations. Both initiatives encompass math / science activities that are co-developed by Southern California business partners and math content experts, who work with diverse student populations from urban high schools. Each of the initiatives has professional business partners or law enforcement investigators leading students through authentic examples of the use of math and science in their careers. The ultimate goal of the initiatives is to motivate students to pursue Science, Technology, Engineering, and Math (STEM) careers from local businesses. The study addresses five implementation questions focused on students' learning, engagement, and interests. The presentation will provide a framework for the study, results, and examine issues presented by stakeholders.
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