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Lesson Study Initiatives: The Importance of Participation Evaluation Processes for Science MSP Professional Development and Their Impact on Instruction and Student Outcomes
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| Presenter(s):
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| Kathy Gullie, State University at Albany, kp9854@albany.edu
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| Abstract:
There are multiple considerations for evaluators when focusing on grant funded program evaluation. These include maintaining a clear focus on the desired outcomes; recognizing the critical importance of specific methodologies within the evaluation process; and determining whether the methods used as part of initiatives make a difference in expected and actual outcomes. This paper investigates these considerations by looking at a Mathematics Science Partnership grant initiative focused on the teaching of science using the concepts behind collaborative reflection methods in particular, Lesson Study. The research examines real examples of the use of the Lesson Study method for improving science, particularly at the primary science level, and supports the educative value of this participatory evaluation process through teacher science content acquisition, interactions and self evaluation during science lessons, observations of classrooms after involvement in professional development and lesson study discussions by teachers, and their relationship to elementary student science outcomes.
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Evaluating American History Teachers' Transfer of Learning via Classroom Observations
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| Presenter(s):
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| Karen Kortecamp, The George Washington University, karenkor@gwu.edu
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| Abstract:
This presentation focuses on the utilization of a collaborative process in an education setting to engage evaluation stakeholders in 1) designing methods to measure the impact of teacher professional development on teacher practices, 2) developing an observation protocol to measure teachers' transfer of pedagogical content knowledge, and 3) reflecting on the findings. The observation protocol will be shared and participants will be invited to explore how it can be adapted to accommodate a variety of subject specific content and pedagogy.
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Integrating Evaluation and Research Activities Across Partner Organizations: Collaboration in Discovery Research K-12
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| Presenter(s):
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| Andrea Beesley, Mid-continent Research for Education and Learning, abeesley@mcrel.org
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| Sheila A Arens, Mid-continent Research for Education and Learning, sarens@mcrel.org
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| Joseph Taylor, Biological Sciences Curriculum Study, jtaylor@bscs.org
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| Chris Wilson, Biological Sciences Curriculum Study, cwilson@bscs.org
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| Nancy Landes, Biological Sciences Curriculum Study, nlandes@bscs.org
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| Abstract:
McREL is working with BSCS to provide external evaluation of a scale-up Discovery Research K-12 project. Through a discussion of our approach to this work, the presentation of preliminary findings, and reflection on different facets of evaluation utilization, participants will learn about the project and our successful approach for weaving together development, research, and evaluation.
* The roles of the evaluators and researchers on a DR K-12 project
* How BSCS and McREL worked together to integrate the roles of research and evaluation in STeLLA
* The research design, and how aspects of the design became opportunities for collaboration and feedback between the partners
* The evaluation design, including evaluation questions and sub-questions and instrument development
* Research and evaluation findings from the pilot year
* How the pilot evaluation findings were used by BSCS developers and researchers
* The role of the partnership in supporting utilization of findings
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Assessing the Effects of a Coaching Model of Professional Development on Teaching Practices: An Instrument Validity Study
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| Presenter(s):
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| Celina Lee Chao, University of California, Los Angeles, celina.lee@gmail.com
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| Lisa Dillman, University of California, Los Angeles, ldillman@ucla.edu
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| Nicole Gerardi, University of California, Los Angeles, gerardi_nicole@yahoo.com
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| Abstract:
The purpose of this study was to validate and assess the reliability of a survey instrument that measures constructs that represent the anticipated outcomes of a model of teacher professional development that employs coaching. These constructs are hypothesized to provide intermediary predictive information about teacher effectiveness, and eventually, student achievement. They are: instructional efficacy, leadership, collegiality, collaboration, and commitment to ongoing learning. The data collected and reported in this paper are from 230 K-12 teachers across a large urban school district in Southern California. The measure was developed by a panel of experts over several years, and piloted both informally and formally with the population of interest. Results from a principal components analysis and reliability investigation are reported.
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