Administrators

The goal of this Transforming STEM Learning project is to comprehensively describe models of 20 inclusive STEM high schools in five states (California, New Mexico, New York, Ohio, and Texas), measure the factors that affect their implementation; and examine the relationships between these, the model components, and a range of student outcomes. The project is grounded in theoretical frameworks and research related to learning conditions and fidelity of implementation.

The study employs a longitudinal, mixed-methods research design over four years. Research questions are: (1) What are the intended components of each inclusive STEM school model?; (2) What is the status of the intended components of each STEM school model?; (3) What are the contexts and conditions that contribute to and inhibit the implementation of components that comprise the STEM schools' models?; and (4) What components are most closely related to desired student outcomes in STEM schools? Data gathering strategies include: (a) analyses of school components (e.g., structures, interactions, practices); (b) measures of the actual implementation of components through teacher, school principals, and student questionnaires, observation protocols, teacher focus groups, and interviews; (c) identification of contextual conditions that contribute to or inhibit implementation using a framework inclusive of characteristics of the innovation, individual users, leadership, organization, and school environment using questionnaires and interviews; and (d) measuring student outcomes using four cohorts of 9-12 students, including standardized test assessment systems, grades, student questionnaires (e.g., students' perceptions of schools and teachers, self-efficacy), and postsecondary questionnaires. Quantitative data analysis strategies include: (a) assessment of validity and reliability of items measuring the implementation status of participating schools; (b) exploratory factor analysis to examine underlying dimensions of implementation and learning conditions; and (c) development of school profiles, and 2- and 3-level Hierarchical Linear Modeling to analyze relationships between implementation and type of school model. Qualitative data analysis strategies include:(a) descriptions of intra- and inter-school implementation and factor themes, (b) coding, and (c) narrative analysis.

Expected outcomes are: (a) research-informed characterizations of the range of inclusive STEM high school models emerging across the country; (b) identification of components of STEM high school models important for accomplishing a range of desired student achievement; (c) descriptions of contexts and conditions that promote or inhibit the implementation of innovative STEM teaching and learning; (d) instruments for measuring enactment of model components and the learning environments that affect them; and (e) methodological approaches for examining relationships between model components and student achievement.

The Enhancing Mathematics Teaching and Learning in Urban Elementary Schools project is working with all teachers in grades three through five in the Portland, OR Public Schools in order to test the feasibility and efficacy of the Mathematics Studio Model of professional development. The model requires professional development to occur at the school level involving both teachers and principals. The professional development is conducted at the school and is integrated with instruction. The goal of the project is to improve students' engagement and learning in mathematics by fostering effective instruction. Partners in the project include Teachers Development Group, Portland State University, Portland Public Schools and Horizon Research.

The researchers are identifying the key ingredients that make the professional development successful. They are using a cluster-randomized research design to examine the efficacy of their model. They are using observational measures to identify successful teaching practices as well as student discourse patterns. They are studying the fidelity of implementation of the model and are looking for specific variables that may be particularly helpful for students who have not been successful in learning mathematics.

It is difficult to implement professional development at a large enough scale to make a significant difference in student achievement within a district. This research is important because it tests the use of a practice-based, professional development model within a large, public school system, and documents the challenges of implementation as well as the variables that contribute to student learning of mathematics.