Informal

Math Pathways and Pitfalls: Capturing What Works for Anytime Anyplace Professional Development

Math Pathways & Pitfalls lessons for students boost mathematics achievement for diverse students, including English Learners, English Proficient students, and Latino students. This project develops modules that increase teachers’ capacity to employ the effective and equitable principles of practice embodied by Math Pathways & Pitfalls and apply these practices to any mathematics lesson. This four-year project develops, field tests, and evaluates 10 online professional development modules.

Lead Organization(s): 
Award Number: 
0918834
Funding Period: 
Tue, 09/15/2009 to Fri, 08/31/2012
Full Description: 

Researchers and developers at WestEd are developing, field-testing, and evaluating ten online professional development modules anchored in research-based teaching principles and achievement-boosting mathematics materials. The modules provide interactive learning opportunities featuring real classroom video demonstrations, simulations, and scaffolded implementation. The professional development module development builds on the Math Pathways and Pitfalls instructional modules for elementary and middle school students developed with NSF support. The professional development provided through the use of these modules is web-based (rather than face-to-face), is provided in chunks during the school year and immediately applied in the classroom (rather than summer professional development and school year application), and explicitly models ways to apply key teaching principles to regular mathematics lessons (rather than expecting teachers to extract and apply principles spontaneously).

The project studies the impact of the modules on teaching practice with an experimental design that involves 20 treatment teachers and 20 control teachers. Data are gathered from teacher questionnaires, classroom observations, and post-observation interviews.

Science Literacy through Science Journalism (SciJourn)

This project aims to develop, pilot, and evaluate a model of instruction that advances the scientific literacy of high school students by involving them in science journalism, and to develop research tools for assessing scientific literacy and engagement. We view scientific literacy as public understanding of and engagement with science and technology, better enabling people to make informed science-related decisions in their personal lives, and participate in science-related democratic debates in public life.

 

Project Email: 
Lead Organization(s): 
Award Number: 
0822354
Funding Period: 
Mon, 09/01/2008 to Fri, 08/31/2012
Project Evaluator: 
Brian Hand, University of Iowa
Full Description: 

For a more in-depth look at Scijourn, visit the project spotlight.

CLUSTER: Investigating a New Model Partnership for Teacher Preparation (Collaborative Research: Steinberg)

This project integrates the informal and formal science education sectors, bringing their combined resources to bear on the critical need for well-prepared and diverse urban science teachers. The study is designed to examine and document the effect of this integrated program on the production of urban science teachers. This study will also research the impact of internships in science centers on improving classroom science teaching in urban high schools.

Award Number: 
0554269
Funding Period: 
Sat, 04/01/2006 to Thu, 03/31/2011
Full Description: 

            CLUSTER (Collaboration for Leadership in Urban Science Teaching, Evaluation and Research) is an NSF-funded TPC project. Its partners are The City College of New York (CCNY), New York Hall of Science (NYHS), and City University of New York’s Center for Advanced Study in Education (CASE). It aims to develop and research a model designed to increase and improve the pool of secondary science teachers who reflect the ethnic distribution of city students and who are prepared to implement inquiry-based science instruction.

            CLUSTER Fellows are undergraduate science majors in New York City. They are recruited, trained, and certified to teach science in New York City middle and high schools. They participate both as students in the CCNY Teacher Education Program and as Explainers in the NYHS Science Career Ladder. Their experiences in class and at the NYHS are integrated and guided by a conceptual framework, which emphasizes science as an active process of discovery where ideas are developed and constructed through meaningful experience.

            CLUSTER aims to produce generalizable knowledge of interest to the field regarding the growth and development of perspective teachers in an experiential training program and to assess the impact and value of the CLUSTER model.

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