Implementation

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities.

Author/Presenter:

Todd Campbell

Max L. Longhurst

Shiang-Kwei Wang

Hui-Yin Hsu

Dan C. Coster

Lead Organization(s):

University of Connecticut (UConn)

Utah State University (USU)

New York Institute of Technology (NYIT)

Year:

2015

Resource(s):

Technologies and Reformed-Based Science Instruction

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Webinar on the Common Guidelines for Education Research and Development

Statistics

Assessment

Disciplinary Content Knowledge

Webinar Recording:
http://edc.adobeconnect.com/p3qr9x4upr5/

Author/Presenter:

Edith Gummer

Year:

2014

Short Description:

This webinar, led by Edith Gummer (formerly of NSF), discusses the guidelines outlined in the report co-authored by the Institute of Education Sciences, U.S. Department of Education and the National Science Foundation.

Resource(s):

Common Guidelines Webinar PowerPoint Slides

Report: Common Guidelines for Education Research and Development

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Advice for Developing a Research Design that Employs Design-Based Implementation Research (DBIR)

Implementation

Other

Learn more about the Research+Practice Collaboratory at http://researchandpractice.org.

Submitting an NSF proposal? Visit our toolkit: NSF Proposal Writing Resources

Author/Presenter:

Bill Penuel

Year:

2014

Short Description:

This brief provides guidance for how to design a research plan using DBIR. It can also serve as a resource for preparing a research proposal to a federal agency or foundation that employs a DBIR approach. This guidance is informed by the development of the approach in a range of settings, including projects of the Research+Practice Collaboratory.

Resource(s):

Brief on Developing a DBIR Research Plan

Resource Type:

Publication

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Navigating to NGSS Success: Identifying a Research Agenda

Educational Technology

Mathematics

Gaming/Virtual Environments

Day:

Wed

Leaders of three DR K-12 projects identify successful instructional strategies for using technology-enhanced curriculum materials, games, and models to achieve the NGSS practices.

Date/Time:

9:45 am to 11:45 am

2014 Session Types:

Collaborative Panel Session

Presenters:

Location:

Session Materials:

Session Presentation: Lynn, Gerard & Donnelly

Session Presentation: Krajcik

The media, the public, and, indeed, many teachers have significantly criticized the introduction of the Common Core, citing concerns such as that it overcomplicates simple topics, diminishes innovation, and ignores equity issues. Following the recent introduction of the Next Generation Science Standards (NGSS), we need compelling examples and powerful research to prevent premature criticism and ensure successful implementation.

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Perspectives for Advancing the Effectiveness of Elementary Science Instruction for Student Learning: Importance and Challenges

Assessment

Classroom Practice

Curriculum

Disciplinary Content Knowledge

Discourse

Implementation

Science

Pedagogical Content Knowledge

Systems Reform

Teacher Practice

Elementary School

Day:

Wed

Presenters discuss how their projects contribute systemically to the design, implementation, and evaluation of quality elementary science programs.

Date/Time:

9:45 am to 11:45 am

2014 Session Types:

Collaborative Panel Session

Presenters:

Location:

Session Materials:

Session Presentation: Introduction

Romance & Vitale Session Presentation

Hanuscin Session Presentation

Samarapungavan & Bryan Session Presentation

Quality elementary science programs are faced with the challenge of adapting and/or building upon the Next Generation Science Standards (NGSS) in order to provide an essential foundation for student learning and interest in science. As such, these science programs must address how the practices of science can be linked with cross-cutting concepts through meaningful learning contexts that, of necessity, evolve progressively across grades.

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Four Perspectives on the Nature and Effectiveness of STEM-focused High Schools

Day:

Wed

Four projects investigating the characteristics and effectiveness of STEM-focused high schools present their contrasting methods and early findings.

Date/Time:

9:45 am to 11:45 am

2014 Session Types:

Collaborative Panel Session

Presenters:

Location:

Session Materials:

Session Presentation: Introduction

Session Presentation: LaForce

Session Presentation: Lynch

Session Presentation: Schneider & Loveland

Session Presentation: Means

This session focuses on methods and results from four current NSF-funded studies (three of which are funded under DR K–12). Two studies are attempting to capture the essential features of inclusive STEM-focused high schools and are developing data-based conceptual frameworks. One of these is conducting rich case studies of eight high-functioning, inclusive STEM high schools (ISHSs), drawn from seven different states, to build a common model for designing such schools.

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Exploring the Challenges of Supporting Teachers to Enact Ambitious Instruction and Curriculum Practices in Mathematics

Day:

Tues

This session addresses challenges related to supporting teachers’ use of curriculum materials to address the challenging features of the CCSSM.

Date/Time:

1:45 pm to 3:45 pm

2014 Session Types:

Collaborative Panel Session

Presenters:

Location:

Session Materials:

The Common Core State Standards for Mathematics (CCSSM) offer an opportunity for districts to push teachers to enact ambitious practices around instruction and curriculum use. However, taking up ambitious practices entails a number of challenges, some of which were evident during the NCTM Standards reform movement in the 1990s and early 2000s, and some of which reflect new approaches and new policy contexts.

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Next Generation Preschool Science: An Innovative Program to Facilitate Young Children's Learning of Science Practices and Concepts

Underrepresented Populations (General)

Low Socio-economic Status Students

Urban

Science

Curricula/Activities

Educational Technology

STEM Practices

Implementation

Sustainability

This project is developing, iteratively refining and evaluating a science curriculum for Pre-K classrooms with units on Plant Growth, How Things Move, and What Makes Shadows by integrating traditional classroom resources (large and small group activities, hands-on activities, read-alouds) with digital media (touch screen tablets, photos and short videos, and games/simulations).

Lead Organization(s):

SRI International

Award Number:

1316550

Funding Period:

Sun, 09/15/2013 to Fri, 08/31/2018

Full Description:

SRI is developing, iteratively refining and evaluating a science curriculum for Pre-K classrooms with units on Plant Growth, How Things Move, and What Makes Shadows. Working with EDC and WGBH, the project is integrating traditional classroom resources (large and small group activities, hands-on activities, read-alouds) with digital media (touch screen tablets, photos and short videos, and games/simulations). The importance of this approach is that it facilitates the implementation of quality science instruction in pre-schools by reducing the resources and commitment needed. The project is also producing professional development resources for teachers. Project evaluation is by the Concord Evaluation Group. The products of the project are being distributed by PBS Media.

Using an Evidence Centered Design approach, the project is doing a Phase I development and pilot study during the first two years, followed by a Phase II field study in year 3, with 10 classrooms in California and 10 in New York, half of which will be for comparison purposes. Ten children from each classroom are being selected through a stratified randomization process for a more detailed examination of student outcomes. There are 8 research questions covering the three phases of the project; development, implementation, and sustainability. Data collection on child learning is using the project developed science assessment as well as a standardized assessment of children's science learning LENS on Science. Evidence on teachers' confidence is being collected with the Preschool Teachers Attitudes and Beliefs about Science scale (P-TABS). In addition, the project is conducting interviews and observations in the 10 classrooms where teachers are implementing the curriculum units.

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Testing a Professional Development Model for High School Science Reform and the Relationship of Key Variables to Student Achievement

Professional Development

Implementation

This project tests the efficacy of an intensive, three year professional development program, the BSCS National Academy for Curriculum Leadership (NACL) on student science achievement in the state of Washington. The goal of the NACL is to develop the capacity of district-based secondary science leadership teams to sustain the implementation of research-based science instructional materials that promote improvement in teaching and learning.

Lead Organization(s):

BSCS

Award Number:

1316202

Funding Period:

Sun, 09/15/2013 to Mon, 08/31/2015

Full Description:

This project conducted by the Biological Sciences Curriculum Study(BSCS) tests the efficacy of an intensive, three year professional development program, the BSCS National Academy for Curriculum Leadership (NACL) on student science achievement in the state of Washington. The goal of the NACL is to develop the capacity of district-based secondary science leadership teams to sustain the implementation of research-based science instructional materials that promote improvement in teaching and learning. This study examines the influence of the program on student achievement after the schools and districts have had sufficient time for the effects to take hold.

The project uses existing data gathered from two cohorts of Washington-based NACL teams and archived student achievement data from Washington State?s Office of the Superintendent of Public Instruction (OSPI). Additional data are collected NACL-participating districts and personnel through surveys and interviews. The project compares student achievement between the 27 districts that participated in the NACL, and a minimum of 27 carefully matched, non-NACL districts using propensity-scoring methodology. Districts have experienced different dosages of the NACL, and the project examines the differential effects of being involved in the NACL over time.

This research study provides an opportunity for multiple stakeholders including NSF, other corporate foundations that have funded the development and implementation of the NACL, BSCS, and participating school districts to determine the extent to which professional development promotes the improvement student science achievement results. The broader impact of the research is testing the extent to which basic elements of teacher professional development models correlate with student achievement and to do so in a way that could be replicated by others in similar contexts. The proposed work would inform educators about the research-based approaches to professional development that has evidence of efficacy. Moreover, by determining the time-scales by which professional development programs might be shown to influence student achievement, the findings provide new information to policymakers and researchers regarding the amount of time that could be required to see a positive impact from new educational policies and programs.

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Teacher's Guide to the Mathematics and Science Resources of the ELPD Framework

Underrepresented Populations (General)

English Language Learners

Science

Mathematics

Broadening Participation

Diversity

Equity

Instructional Practice

STEM Practices

Implementation

This two-year project will develop, pilot, validate, and publish a Teacher's Guide to the Science and Mathematics Resources of the ELPD Framework. This guide and related materials will translate the key science and mathematics concepts, ideas, and practices found within the ELPD Framework into classroom resources for direct use by teachers, schools, and districts to support English learners (ELs).

Lead Organization(s):

University of Wisconsin-Madison (UW-Madison)

Partner Organization(s):

University of Wisconsin-Madison (UW-Madison)

Award Number:

1346491

Funding Period:

Sun, 09/01/2013 to Mon, 08/31/2015

Full Description:

The Council of Chief State School Officers (CCSSO) coordinated the development of a document addressing the implementation of Standards as guided by a framework for English Language Proficiency Development Standards (ELPD Framework). The expressed purpose of the ELPD Framework is to provide guidance to states on how to develop and use tools for the creation and evaluation of ELP standards. Once published, it became immediately apparent that the ELPD Framework would be of great help to teachers. However, the Framework was written specifically for those tasked with the responsibility to develop, adopt, or adapt state ELPD standards and assessments that support the language demands of STEM education grounded in learning performances that cojoin concepts with practices. That is, it has a technical focus rather than an instructional focus. There is an immediate need to develop and validate such a tool in states that have adopted Standards-based models, since educational agencies are now building teachers capacities to implement these standards.

Resources supporting ELs at different language proficiency levels in science and mathematics classrooms are sparse. Classroom-based resources supporting ELs' academic language development in science and mathematics based on career and college readiness standards are non-existent. The development of such a resource would have significant impact on science and mathematics teachers' teaching of ELs. Understanding how teachers' practice in supporting content-based academic language changes by using such a resource would be of great value for teachers, administrators, and researchers. Arguably, the ELPD Framework (and the proposed teacher's guide) has applications beyond ELs. Many challenges "at-risk" students face in science and mathematics classes may not be due to a lack in content knowledge, per se, but a lack of ability to communicate in the language of the content. The proposed teacher's guide could help teachers support all students in the language underlying the science and mathematics standards in the CCSS and NGSS.

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Implementation

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