| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
The UTeach Institute's Approach to Program Replication and Multi-site Evaluation: Moving Forward to Measure Fidelity of Implementation and Sustain the Innovation |
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Roundtable Presentation 777 to be held in Lido A on Friday, Nov 4, 4:30 PM to 6:00 PM
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Sponsored by the Cluster, Multi-site and Multi-level Evaluation TIG
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| Presenter(s):
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| Alicia Beth, University of Texas, Austin, abeth@austin.utexas.edu
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| Pamela Romero, University of Texas, Austin, promero@austin.utexas.edu
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| Kimberly Hughes, University of Texas, Austin, khughes@austin.utexas.edu
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| Mary Lummus-Robinson, University of Texas, Austin, mlummus@austin.utexas.ed
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| Mary Walker, University of Texas, Austin, mwalker@austin.utexas.ed
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| Abstract:
The UTeach Institute was established in 2006 in response to national concerns about the quality of K-12 education in the areas of science, technology, engineering, and mathematics (STEM) and growing interest in the innovative and successful secondary STEM teacher preparation program, UTeach, started in 1997 at The University of Texas at Austin (UT Austin).
The Institute currently supports and evaluates UTeach replication at 21 universities across the U.S. Excluding UT Austin, 4,190 students were enrolled nationwide in Spring 2011. Given UT Austin's retention and graduation rates, and the rates at which their graduates enter and are retained in the field, we project that graduates of these 21 programs will teach more than 3.5 million K-12 students by 2019.
In this session, we will describe our approach to replication and multi-site evaluation, and seek ideas on ensuring the sustainability of these programs, evaluating fidelity of implementation, and future steps for research.
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| Roundtable Rotation II:
The Art of Evaluating Common Constructs That are Commonly Misunderstood |
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Roundtable Presentation 777 to be held in Lido A on Friday, Nov 4, 4:30 PM to 6:00 PM
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Sponsored by the Cluster, Multi-site and Multi-level Evaluation TIG
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| Presenter(s):
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| Susan Shebby, Mid-continent Research for Education and Learning, sshebby@mcrel.org
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| Sheila A Arens, Mid-continent Research for Education and Learning, sarens@mcrel.org
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| Jane Barker, Mid-continent Research for Education and Learning, jbarker@mcrel.org
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| Xin Wang, Mid-continent Research for Education and Learning, xwang@mcrel.org
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| Jesse Rainey, Mid-continent Research for Education and Learning, jrainey@mcrel.org
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| Abstract:
In this presentation, evaluators discuss different methods used to collect data on what initially appeared to be a straightforward construct. Presenters will briefly describe a cluster randomized controlled trial examining the impact of English language learner (ELL)-specific curricular materials and teacher professional development on student English language proficiency. As part of this study, presenters collected data from participants regarding the educational programs (instructional models) used to instruct ELLs. However, there was simply no shared understanding of instructional model constructs at school sites. This is problematic when one considers that both primary research and secondary data analyses of ELL interventions often rely on self-report data founded on an assumption of a common understanding of constructs. Evaluators will discuss the challenges and benefits associated with the different data collection methods employed during the study. Although not originally planned, diverse methods were necessary and allowed for triangulation of data.
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