Login

Professional Development

Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge (Collaborative Research: Vokos)

This project will develop and investigate the opportunities and limitations of Focus on Energy, a professional development (PD) system for elementary teachers (grades 3-5). The PD will contain: resources that will help teachers to interpret, evaluate and cultivate students' ideas about energy; classroom activities to help them to identify, track and represent energy forms and flows; and supports to help them in engaging students in these activities.

Lead Organization(s): 
Award Number: 
1418211
Funding Period: 
Mon, 09/01/2014 - Fri, 08/31/2018
Full Description: 

The Next Generation Science Standards (NGSS) identify an ambitious progression for learning energy, beginning in elementary school. To help the nation's teachers address this challenge, this project will develop and investigate the opportunities and limitations of Focus on Energy, a professional development (PD) system for elementary teachers (grades 3-5). The PD will contain: resources that will help teachers to interpret, evaluate and cultivate students' ideas about energy; classroom activities to help them to identify, track and represent energy forms and flows; and supports to help them in engaging students in these activities. Teachers will receive the science and pedagogical content knowledge they need to teach about energy in a crosscutting way across all their science curricula; students will be intellectually engaged in the practice of developing, testing, and revising a model of energy they can use to describe phenomena both in school and in their everyday lives; and formative assessment will guide the moment-by-moment advancement of students' ideas about energy.

This project will develop and test a scalable model of PD that will enhance the ability of in-service early elementary teachers to help students learn energy concepts by coordinating formative assessment, face-to-face and web-based PD activities. Researchers will develop and iteratively refine tools to assess both teacher and student energy reasoning strategies. The goals of the project include (1) teachers' increased facility with, and disciplined application of, representations and energy reasoning to make sense of everyday phenomena in terms of energy; (2) teachers' increased ability to interpret student representations and ideas about energy to make instructional decisions; and (3) students' improved use of representations and energy reasoning to develop and refine models that describe energy forms and flows associated with everyday phenomena. The web-based product will contain: a set of formative assessments to help teachers to interpret student ideas about energy based on the Facets model; a series of classroom tested activities to introduce the Energy Tracking Lens (method to explore energy concept using multiple representations); and videos of classroom exemplars as well as scientists thinking out loud while using the Energy Tracking Lens. The project will refine the existing PD and build a system that supports online implementation by constructing a facilitator's guide so that the online community can run with one facilitator.

Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge (Collaborative Research: Vokos)

Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge (Collaborative Research: Lacy)

This project will develop and investigate the opportunities and limitations of Focus on Energy, a professional development (PD) system for elementary teachers (grades 3-5). The PD will contain: resources that will help teachers to interpret, evaluate and cultivate students' ideas about energy; classroom activities to help them to identify, track and represent energy forms and flows; and supports to help them in engaging students in these activities.

Lead Organization(s): 
Award Number: 
1418052
Funding Period: 
Mon, 09/01/2014 - Fri, 08/31/2018
Full Description: 

The Next Generation Science Standards (NGSS) identify an ambitious progression for learning energy, beginning in elementary school. To help the nation's teachers address this challenge, this project will develop and investigate the opportunities and limitations of Focus on Energy, a professional development (PD) system for elementary teachers (grades 3-5). The PD will contain: resources that will help teachers to interpret, evaluate and cultivate students' ideas about energy; classroom activities to help them to identify, track and represent energy forms and flows; and supports to help them in engaging students in these activities. Teachers will receive the science and pedagogical content knowledge they need to teach about energy in a crosscutting way across all their science curricula; students will be intellectually engaged in the practice of developing, testing, and revising a model of energy they can use to describe phenomena both in school and in their everyday lives; and formative assessment will guide the moment-by-moment advancement of students' ideas about energy.

This project will develop and test a scalable model of PD that will enhance the ability of in-service early elementary teachers to help students learn energy concepts by coordinating formative assessment, face-to-face and web-based PD activities. Researchers will develop and iteratively refine tools to assess both teacher and student energy reasoning strategies. The goals of the project include (1) teachers' increased facility with, and disciplined application of, representations and energy reasoning to make sense of everyday phenomena in terms of energy; (2) teachers' increased ability to interpret student representations and ideas about energy to make instructional decisions; and (3) students' improved use of representations and energy reasoning to develop and refine models that describe energy forms and flows associated with everyday phenomena. The web-based product will contain: a set of formative assessments to help teachers to interpret student ideas about energy based on the Facets model; a series of classroom tested activities to introduce the Energy Tracking Lens (method to explore energy concept using multiple representations); and videos of classroom exemplars as well as scientists thinking out loud while using the Energy Tracking Lens. The project will refine the existing PD and build a system that supports online implementation by constructing a facilitator's guide so that the online community can run with one facilitator.

Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge (Collaborative Research: Lacy)

Engineering Teacher Pedagogy: Using INSPIRES to Support Integration of Engineering Design in Science and Technology Classrooms

This Engineering Teacher Pedagogy project implements and assesses the promise of an extended professional development model coupled with curriculum enactment to develop teacher pedagogical skills for integrating engineering design into high school biology and technology education classrooms. 

Award Number: 
1418183
Funding Period: 
Mon, 09/01/2014 - Fri, 08/31/2018
Full Description: 

National college and career readiness standards call for integrating engineering practices into science and mathematics instruction. Very few models for doing this have been implemented and studied. This Engineering Teacher Pedagogy project implements and assesses the promise of an extended professional development model coupled with curriculum enactment to develop teacher pedagogical skills for integrating engineering design into high school biology and technology education classrooms. Professional development is provided to twenty high school biology teachers and twenty technology education teachers in the Baltimore County Public Schools.

The professional development consists of two five day sessions in two consecutive summers and follow up in two academic years as the teachers learn content, pedagogical content knowledge and classroom management skills. The project investigates the teachers' learning trajectories using validated instruments. A longitudinal study investigates teachers' change in practice and its role on student learning through classroom observations and examination of student artifacts. The study also investigates whether the change in practice persists over time and the extent to which the change in practice transfers to other learning environments. This study should elucidate the issues of teaching science concepts through the use of science and engineering practices.

Engineering Teacher Pedagogy: Using INSPIRES to Support Integration of Engineering Design in Science and Technology Classrooms

Empowering Teachers through VideoReview

This project  will develop a video recording and analysis system called VideoReView (VRV) that allows grade four science teachers to record, tag, and analyze video in their classroom in real time. The investigators will then study and enhance the system in the context of professional learning communities of teachers. 

Lead Organization(s): 
Award Number: 
1415898
Funding Period: 
Mon, 09/01/2014 - Fri, 08/31/2018
Full Description: 

This project represents a collaboration between TERC and IntuVision to develop a video recording and analysis system called VideoReView (VRV) that allows grade four science teachers to record, tag, and analyze video in their classroom in real time. The system will contain a number of features---such as a sophisticated system of tagging and the automatic detection of important video segments---designed to speed and assist the teacher in its use. The investigators will then study and enhance the system in the context of professional learning communities of teachers. The system is expected to enable teachers to examine their own teaching, and that of others, in a much more dynamic and specific way and to integrate video into their ongoing structures of professional learning. To date, video analysis of teaching is out of the reach of ordinary teachers. If successful, this research could change the way teachers engage in their own profession and their understanding of, for example, student thinking and argumentation in science---something emphasized in the Next Generation Science Standards---but previously more difficult to do without being able to replay and refine teaching episodes.

The complete VRV System will be tested with 18 Grade four teachers and approximately 400 students from six schools in the Newton Public School System in a Boston suburb. The emphasis of the study will be on the ability of teachers to use the system with little outside assistance, means of enhancing its features and usability, and its integration into professional learning communities. A mixed methods research design will be used that includes surveys and interviews. The study outcomes will be disseminated through publications and conference presentations.

Empowering Teachers through VideoReview

EarSketch: An Authentic, Studio-based STEAM Approach to High School Computing Education

This project will study the influence on positive student achievement and engagement (particularly among populations traditionally under-represented in computer science) of an intervention that integrates a computational music remixing tool -EarSketch- with the Computer Science Principles, a view of computing literacy that is emerging as a new standard for Advanced Placement and other high school computer science courses.

Lead Organization(s): 
Award Number: 
1417835
Funding Period: 
Fri, 08/01/2014 - Tue, 07/31/2018
Full Description: 

This project will study the influence on positive student achievement and engagement (particularly among populations traditionally under-represented in computer science) of an intervention that integrates a computational music remixing tool -EarSketch- with the Computer Science Principles, a view of computing literacy that is emerging as a new standard for Advanced Placement and other high school computer science courses. The project is grounded on the premise that EarSketch, a STEM + Art (STEAM) learning environment, embodies authenticity (i.e., its cultural and industry relevance in both arts and STEM domains), along with a context that facilitates communication and collaboration among students (i.e., through a studio-based learning approach). These elements are critical to achieving successful outcomes across diverse student populations. Using agent-based modeling, the research team will investigate what factors enhance or impede implementation of authentic STEAM tools in different school settings.

The researchers will be engaged in a multi-stage process to develop: a) an implementation-ready, web-based EarSketch learning environment that integrates programming, digital audio workstation, curriculum, audio loop library, and social sharing features, along with studio-based learning functionality to support student presentation, critique, discussion, and collaboration; and b) an online professional learning course for teachers adopting EarSketch in Computer Science Principles courses. Using these resources, the team will conduct a quasi-experimental study of EarSketch in Computer Science Principles high school courses across the state of Georgia; measure student learning and engagement across multiple demographic categories; and determine to what extent an EarSketch-based CS Principles course promotes student achievement and engagement across different student populations. The project will include measures of student performance, creativity, collaboration, and communication in student programming tasks to determine the extent to which studio-based learning in EarSketch promotes success in these important areas. An agent-based modeling framework in multiple school settings will be developed to determine what factors enhance or impede implementation of EarSketch under conditions of routine practice.

EarSketch: An Authentic, Studio-based STEAM Approach to High School Computing Education

Driven to Discover: Citizen Science Inspires Classroom Investigation

This project utilizes existing citizen science programs as springboards for professional development for teachers during an intensive summer workshop. The project curriculum helps teachers use student participation in citizen science to engage them in the full complement of science practices; from asking questions, to conducting independent research, to sharing findings.

Lead Organization(s): 
Award Number: 
1417777
Funding Period: 
Wed, 10/01/2014 - Sun, 09/30/2018
Full Description: 

Citizen science refers to partnerships between volunteers and scientists that answer real world questions. The target audiences in this project are middle and high school teachers and their students in a broad range of settings: two urban districts, an inner-ring suburb, and three rural districts. The project utilizes existing citizen science programs as springboards for professional development for teachers during an intensive summer workshop. The project curriculum helps teachers use student participation in citizen science to engage them in the full complement of science practices; from asking questions, to conducting independent research, to sharing findings. Through district professional learning communities (PLCs), teachers work with district and project staff to support and demonstrate project implementation. As students and their teachers engage in project activities, the project team is addressing two key research questions: 1) What is the nature of instructional practices that promote student engagement in the process of science?, and 2) How does this engagement influence student learning, with special attention to the benefits of engaging in research presentations in public, high profile venues? Key contributions of the project are stronger connections between a) ecology-based citizen science programs, STEM curriculum, and students' lives and b) science learning and disciplinary literacy in reading, writing and math.

Research design and analysis are focused on understanding how professional development that involves citizen science and independent investigations influences teachers' classroom practices and student learning. The research utilizes existing instruments to investigate teachers' classroom practices, and student engagement and cognitive activity: the Collaboratives for Excellence in Teacher Preparation and Classroom Observation Protocol, and Inquiring into Science Instruction Observation Protocol. These instruments are used in classroom observations of a stratified sample of classes whose students represent the diversity of the participating districts. Curriculum resources for each citizen science topic, cross-referenced to disciplinary content and practices of the NGSS, include 1) a bibliography (books, web links, relevant research articles); 2) lesson plans and student science journals addressing relevant science content and background on the project; and 3) short videos that help teachers introduce the projects and anchor a digital library to facilitate dissemination. Impacts beyond both the timeframe of the project and the approximately 160 teachers who will participate are supported by curriculum units that address NGSS life science topics, and wide dissemination of these materials in a variety of venues. The evaluation focuses on outcomes of and satisfaction with the summer workshop, classroom incorporation, PLCs, and student learning. It provides formative and summative findings based on qualitative and quantitative instruments, which, like those used for the research, have well-documented reliability and validity. These include the Science Teaching Efficacy Belief Instrument to assess teacher beliefs; the Reformed Teaching Observation Protocol to assess teacher practices; the Standards Assessment Inventory to assess PLC quality; and the Scientific Attitude Inventory to assess student attitudes towards science. Project deliverables include 1) curriculum resources that will support engagement in five existing citizen science projects that incorporate standards-based science content; 2) venues for student research presentations that can be duplicated in other settings; and 3) a compilation of teacher-adapted primary scientific research articles that will provide a model for promoting disciplinary literacy. The project engages 40 teachers per year and their students.

Driven to Discover: Citizen Science Inspires Classroom Investigation

Teaching STEM with Robotics: Design, Development, and Testing of a Research-based Professional Development Program for Teachers

Using design-based research, with teachers as design partners, the project will create and refine project-based, hands-on robotics curricula such that science and math content inherent in robotics and related engineering design practices are learned. To provide teachers with effective models to capitalize on robotics for elucidating science and math concepts, a design-based Professional Development program will be built using principles of technological, pedagogical, and content knowledge (TPACK).

Lead Organization(s): 
Award Number: 
1417769
Funding Period: 
Mon, 09/01/2014 - Fri, 08/31/2018
Full Description: 

Offering meaningful and motivating engineering contexts, such as robotics, within science and math courses constitutes a compelling strategy to address the Next Generation Science Standards and the Common Core State Standards for Math while enhancing science and math learning for all students. Using design-based research, with teachers as design partners, the project will create and refine project-based, hands-on curricula such that science and math content inherent in robotics and related engineering design practices are learned. To provide teachers with effective models to capitalize on robotics for elucidating science and math concepts, a design-based Professional Development program will be built using principles of technological, pedagogical, and content knowledge (TPACK). To ensure that teachers are well prepared, research-based practices and features of effective Professional Development will be adopted. Experts in robotics, engineering, education, curriculum design, and assessment--with experience in K-12 education, training, and outreach--have formed an interdisciplinary team to make robotics central to and sustainable in middle school science and math classrooms.

The research questions addressed in this project are qualitative in nature as appropriate for design research questions. The methodologies include teacher needs assessment, teachers' perceptions of robotics, pre and post testing, classroom observations, and surveys. Examples of the research questions are:

What characteristics of robotics promote effective learning of middle school science and math?

What elements of Professional Development engender teachers' TPACK of robotics and link it with classroom science and math?

What are student prerequisites to effectively use robotics in science and math learning?

What are the gains in students' STEM engagement, interest, persistence, and career awareness?

The robotics curriculum will include physical science used in robot performance expectations and motion stability. Additionally the curriculum will include the engineering design process consisting of problem definition, solution development, and design improvement. Robotics provides opportunities to support science and engineering practices of the Next Generation Science Standards such as developing and using models, planning and conducting investigations, designing solutions, and analyzing and interpreting data. The project will be aimed at middle school students and will provide substantial teacher professional development to implement the new curriculum modules. The partner schools have student bodies drawn from a diverse student population in New York City.

Teaching STEM with Robotics: Design, Development, and Testing of a Research-based Professional Development Program for Teachers

Access, Agency, and Allies in Mathematical Systems (A3IMS)

This project involves designing, facilitating, and studying professional development (PD) to support equitable mathematics education. The PD will involve grades 4-8 mathematics teachers across three sites to support the design of a two-week institute focused on enhancing access and agency in relationship to important math practices, followed by ongoing interactions for the math teachers to engage in systematic inquiry of their practice over time to facilitate equitable mathematics teaching and learning in their classrooms.

Lead Organization(s): 
Award Number: 
1417672
Funding Period: 
Mon, 09/01/2014 - Fri, 08/31/2018
Full Description: 

Given the role that mathematics plays as a gateway into STEM disciplines, addressing achievement gaps for underrepresented students is essential. By focusing on both equity and access, the project, funded in the Discovery Research K-12 program, seeks to improve students' opportunities to learn by focusing on helping middle grades teachers learn about and enact equitable mathematics instruction and encourage students to have agency in their own mathematics learning. The middle grades are a particularly important focus of the project, as this is a time in students' education when achievement gaps grow. The practice-based model of professional development focuses on creating systemic reforms through collaborative communities in which mathematics teacher educators, mathematics teachers, and students work together both to support the fair distribution of opportunities to learn and to empower each in their roles in supporting mathematics learning of all students. The project has promise for supporting students, teachers, and teacher educators who work with middle grades mathematics teachers with the potential to address mathematics achievement gaps of students via a focus on equitable mathematics teaching and learning.

This project involves designing, facilitating, and studying professional development (PD) to support equitable mathematics education. The PD will involve grades 4-8 mathematics teachers across three sites to support the design of a two-week institute focused on enhancing access and agency in relationship to important mathematical practices like argumentation and justification, followed by ongoing interactions for the mathematics teachers to engage in systematic inquiry of their practice over time to facilitate equitable mathematics teaching and learning in their classrooms. Field testing of the practice-based professional development in one urban district which will include research conducted on the nature of students', teachers', and teacher educators' opportunities to learn with respect to three features of an equitable mathematical system and from the perspective of three components of the system. The project studies the coherence and alignment of these components from the perspective of classroom mathematics teachers. The research addresses essential questions related to how to provide equitable opportunity to learn for students, teachers, and teacher educators. In particular it will generate models of PD, tools for assessing equity in mathematics teaching and learning, and a theory of equitable mathematics education systems that advances our understanding of the ways in which approaches to teaching, learning, and studying mathematics support equitable opportunities to learn.

 

Access, Agency, and Allies in Mathematical Systems (A3IMS)

A Research Design Conference: How Can Digital Resources Increase Collaboration and Support Teachers Implementing Standards?

A two day workshop/colloquium will be hosted at Northwestern University and is focused on the use of video and online learning in support of the College and CAREER Readiness Standards.

Lead Organization(s): 
Award Number: 
1348695
Funding Period: 
Thu, 08/15/2013 - Thu, 07/31/2014
Full Description: 

The Teaching Channel is hosting two day workshop/colloquium at Northwestern University focused on the use of video and online learning in support of the College and CAREER Readiness Standards. The three research questions are: 1) How can these tools increase discussion, inquiry and reporting of teacher progress on the standards through data sharing and writing? (2) What research tools can be deployed to determine the efficacy of these tools and their potential for scale? and (3) How can video and on line professional development tools best support teachers in a time of increasing accountability and change?

The outcomes of the workshop include research briefs and a summary paper. These will be posted on the Teaching Channel resource cite.

A Research Design Conference: How Can Digital Resources Increase Collaboration and Support Teachers Implementing Standards?

Social Dynamics: Leveraging Online Social Networks to Shape Science Identities and Support Learning Science Concepts in Middle School Students

Social Dynamics is an exploratory project to investigate how face-to-face teaching leveraging the use of an online social network learning platform (SNLP) can increase middle school students' science learning and enhance their development of contextual identities related to science.

Lead Organization(s): 
Award Number: 
1317073
Funding Period: 
Thu, 08/15/2013 - Sun, 07/31/2016
Full Description: 

Social Dynamics is an exploratory project to investigate how face-to-face teaching leveraging the use of an online social network learning platform (SNLP) can increase middle school students' science learning and enhance their development of contextual identities related to science. Units from the recently developed and tested Ocean System Sciences (OSS) curriculum are the basis for the instruction. All six teachers receive professional development in the first summer and teach the OSS in year one. Testing is carried out with the same teachers in years two and three. The design-based research generates evidence about how teachers can use a Facebook-like social network platform, My Big Campus, which is currently used by school districts nationwide to complement face-to-face classroom instruction. The project investigates the ways engagement in an SNLP supports student science identity development and learning; the instructional practices that support engagement in an SNLP; how teachers use these practices to support learning and shape student science identities; and the relationships that exist between student science identities and learning within the face-to-face and SNLP contexts.

To disassociate the impacts of the SNLP and identity on learning, two teachers from Oakland Unified School District use only face-to-face instruction. One only uses science learning strategies; the other employs identity strategies in addition to the science learning strategies. In San Diego, two sets of two teachers use both face-to-face and SNLP - one set using only science learning strategies and the other set using both science learning and identity strategies. Teachers are assigned randomly to the science only and science plus identity implementations and will be separated during professional development. Twelve students, who exhibit online behaviors that stand out, are selected for in-depth interviews. The analyses requires sophisticated data tracking systems that allow for student scores to be linked over the period of one year, and students to be linked to their teachers over the course of one year.

This project should contribute to the scarce research about the effectiveness of the use of social media in science instruction.

Social Dynamics: Leveraging Online Social Networks to Shape Science Identities and Support Learning Science Concepts in Middle School Students
Syndicate content