American Indians/Alaska Natives

Implementing the Mathematical Practice Standards: Enhancing Teachers' Ability to Support the Common Core State Standards

This is a four-year project that is producing materials designed to help teachers see how the mathematical practices described in the Common Core State Standards for mathematics can be implemented in mathematics instruction. The goal of the improved instruction is to help students adopt and value these critical mathematical practices.

Award Number: 
1119163
Funding Period: 
Mon, 08/01/2011 to Tue, 07/31/2012
Full Description: 

The Implementing Mathematical Practices Standards (IMPS) is a four-year project that is producing materials designed to help teachers see how the mathematical practices described in the Common Core State Standards for mathematics can be implemented in mathematics instruction. The goal of the improved instruction is to help students adopt and value these critical mathematical practices. Researchers at the Education Development Center are developing videos and print materials that exemplify the mathematical practices and are working with teachers in grades 5-10 to help them use the materials effectively. The research questions of the project are focused on what features of the materials are most helpful to teachers and what professional development characteristics facilitate implementation of the mathematics practices in classroom instruction. The external evaluation of the project is being conducted by evaluators at TERC who are looking the process of developing materials and how the materials are used.

The materials will include professionally-produced videos exemplifying a particular mathematical practice being implemented in a classroom as well as printed dialogues that are designed to help teachers understand the practice and why it is critical for students to acquire that mathematical practice. The exemplars of mathematical practices are being developed based on pilot work and systematic advice from mathematicians, mathematics educators and mathematics teachers in grades 5-10. The design process is iterative and materials are refined based on feedback that is received. Facilitators are being prepared to conduct professional development and materials are being tested by more than 150 teachers in a variety of school districts.

Professional groups such as NCTM and NCSM have called for materials that exemplify the CCSS mathematical practices. They have argued that teachers need to understand how these standards can be achieved in classrooms. IMPS systematic effort to design materials that exemplify the standards and to test not only the materials but also the professional development associated with the materials is responding to the national need. The videos and dialogues will be available through broad dissemination.

Investigating the Relationship Between Teacher-Level and Student-Level Factors and NAEP Mathematics Test Performance by American Indian and Alaska Native Students

This study examines ways that teacher-level factors (including teacher background variables and instructional practices) and student-level factors (such as self-rated mathematics interest and proficiency), and interactions among these factors, are associated with American Indian/Alaska native (AI/AN) student academic achievement in middle grades mathematics. The ultimate goal is to identify malleable factors that, if changed, could improve teachers' practices and AI/AN student achievement in mathematics.

Award Number: 
1063360
Funding Period: 
Fri, 10/01/2010 to Mon, 09/30/2013
Full Description: 

This exploratory study by researchers at WestEd is examining ways that teacher-level factors (including teacher background variables and instructional practices) and student-level factors (such as self-rated mathematics interest and proficiency), and interactions among these factors, are associated with American Indian/Alaska native (AI/AN) student academic achievement in middle grades mathematics. The ultimate goal is to identify malleable factors that, if changed, could improve teachers' practices and AI/AN student achievement in mathematics.

The study has two main phases. Phase I is exploring data from the 2007 National Indian Education Study (NIES), which compiled information on student performance on NAEP assessments and collected information from a large sample of AI/AN students and their teachers through individual questionnaires. The NIES information links NAEP performance data and NIES survey data in ways that will assist understanding of how particular teacher-level factors and student-level factors (and the interactions between these two factors) relate to student learning. Hierarchical linear modeling (HLM) is being used to study the relationship between student/teacher-level factors and student performance. Phase II of the study involves qualitative analysis of data from several hundred interviews and classroom observations in selected schools at three sites in Alaska, Arizona, and New Mexico to enable deeper understanding of AI/AN contexts of teaching and learning and why particular teacher-level and student-level factors are/are not associated with student performance on the NAEP mathematics assessment as analyzed in Phase I.

Study data sources and application of multi-level modeling techniques will shed light on how teachers in particular cultural settings apply standards, adapt and implement curriculum, and assess their students in ways that promote student learning and achievement. The long-term payoff from this work will be enhanced understanding of ways to provide culturally responsive STEM education and increased performance and participation of AI/AN students in STEM careers and STEM-affected social and personal decision-making.

Astrobiology in the Secondary Classroom Project: An Interdisciplinary Curriculum Developed by a Collaboration of Scientists and Educators from Three Different Minority Communities

This project is designed to enhance an existing interdisciplinary high school science curriculum—Astrobiology in the Secondary Classroom (ASC)—in an innovative way and conduct research to determine the effectiveness of these materials in three different underrepresented student populations—African Americans, Hispanics, and Native Americas—experiencing an achievement gap in STEM areas at five sites. Improvements will focus on program alignment and increased use of data sets made available by research scientists.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0733188
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010
Project Evaluator: 
Dragonfly Enterprises
Full Description: 

Introduction
     The intent of the Astrobiology in Secondary Classrooms project is to establish a successful model for creating the scientists of tomorrow by bringing powerful technology tools and current scientific data into an interdisciplinary curriculum focused on reaching all students. Goals for students participating in the ASC curriculum in their classrooms include:

- An understanding of the research pursuits and findings of key astrobiology researchers

- An appreciation for scientific research and the current knowledge base available in astrobiology

- A high degree of scientific and technological literacy

- A desire to continue their studies in STEM areas, particularly in areas pertaining to astrobiology  

The ASC curriculum tackles many of the current problems in science education by addressing curriculum issues as well as minimizing classroom limitations that affect science instruction, particularly in classrooms containing high numbers of students underrepresented in science careers. Many science curricula, including textbooks, lack connections among different academic disciplines and do not provide students with a coherent framework for both science literacy and content knowledge. The ASC modules are being developed using research-based teaching strategies designed to diminish achievement gaps and increase the participation of underrepresented groups in science, technology, engineering, and mathematics (STEM).
    The ASC project began in 2003 with a team of university faculty from minority serving institutions and teachers selected by members of the Minority Institution Astrobiology Collaborative (MIAC). Working with scientists at the Goddard Center for Astrobiology, the team developed the ASC curriculum framework. Now, through this network of minority-serving institutions, the ASC staff seeks to enable middle and high school teachers across the United States to include astrobiology-related activities in their classrooms. Major partners during the field-testing phase of the materials are sites designated as NASA Science, Engineering, Mathematics and Aerospace Academies (SEMAA). Partnerships with SEMAA programs and other minority serving locations allow for a focus on diversity when field-testing and developing the ASC curriculum in both formal and informal educational settings. There were field-testing sites in eight different locations where more than 80 percent of the students are members of the Native American, African American, or Hispanic American communities.

Theoretical Framework and Influences
      Research supports the use of astrobiology as a framework for increasing science literacy (Astrobiology Design Project Team, 2002; Carrapiço, et al. 2001; Rodrigues & Carrapiço, 2005; Slater, 2006; Staley, 2003; Tang, 2005) because of its interdisciplinary nature. Furthermore, partnerships between curriculum developers, teachers, professional scientists and NASA researchers will provide the “real-world” contexts that are recognized as a vital part of science literacy and increasing student interest and understanding of STEM areas.
    The pedagogical side of the ASC curriculum has been grounded in three evidenced-based practices shown to increase achievement among all students and specifically among ethnically diverse students:
The Five Standards for Effective Pedagogy developed by the Center for Research on Education Diversity and Excellence (CREDE) provide a framework for culturally relevant instruction (Tharp, et al., 2003).  The ASC Curriculum incorporates these principles in each of the modules in recognition of the importance of cultural awareness and the dynamics of learning in diverse settings (Lee & Luykx, 2006; Aikenhead, 2001; Lynch, et al., 2005).
The ASC Curriculum includes differentiated instruction that provides teachers with strategies for scaffolding that is a necessary part of effective teaching with varying levels of prior knowledge and understanding.
In their work with the NSF funded VISIT Teacher Enhancement Project, Hunter and Xie detailed the barriers for teachers accessing and using the vast amounts of data on the Internet (Hunter & Xie, 2001). The ASC project worked to partner curriculum developers and teachers with astrobiology researchers to develop scientific data sets that are user-friendly in the high school classroom as well as provide much needed materials and laboratory supplies in order to overcome these barriers.

Program Evaluation
    Evaluation of the ASC curriculum includes web-based collaborations among teachers, scientists and curriculum developers to enhance the modules. Research data is currently being collected and analyzed as part of a three year pilot study funded by the National Science Foundation. The activities and resulting research is looking at a broad spectrum of variables including change in confidence levels of teachers in the use of research-based instructional strategies, their comfort level in new science content knowledge, and teacher perceptions of change in student academic behavior along with science achievement. In addition to teacher self-report surveys and interviews the project staff gathered student survey data on science interest and performance scores on end of module assessment questions. The intent of evaluating these areas through both teacher and students data is to measure the impact of the ASC curriculum on diverse groups of students using a variety of assessment instruments and work samples. The project staff uses this formative evaluation information to revise the ASC curriculum.
        A variety of instruments are used to gather data  on the ASC curriculum. Initial findings during year one and two of the grant were designed to determine the success of the ASC materials in meeting the goals of the grant. There are two main types of instruments employed: instruments geared towards teachers and instruments geared towards students. Teacher instruments included surveys completed on paper and mailed in, surveys deployed online, teacher lesson plan feedback, and teacher interviews.
      In addition to formal assessments of student content knowledge and interest in areas of science, analysis of work samples of students have been valuable in assessing changes in student and teacher thinking through the course of the three years of this pilot-testing project.  Data about the community of learners were also obtained through analysis of electronic communication and collaboration with the teachers, students and scientists.
  
 Summary of Research Efforts
    The final phase of data gathering and analysis is currently underway, with data obtained from teachers and students at each of 4 sites. Student data gathered consists of student work samples, attitude/interest surveys, and practice questions from the ACT test of Science Reasoning. Data gathered from teachers consists of curriculum maps combining state standards and ASC curriculum activities/assessments, teacher retrospective surveys of confidence and impact, self-report classroom observation forms, and written feedback on individual ASC lessons. These sources of data will be combined to produce a final ASC curriculum product suitable for NASA review (in order to become an official NASA curriculum product) and research on the effectiveness and impact of this curriculum upon diverse groups of students.

Preliminary Results from Teachers:
Teacher self report data indicate that the ASC curriculum has a coherent framework that is aligned with research-based pedagogy for diverse students (qualitative data from structured interviews).
Teachers reported that the ASC Curriculum had a major impact on student interest and performance
The ASC curriculum contains activities and professional development opportunities that allow teachers to educate diverse groups of students. Teachers had a high degree of satisfaction with the professional development giving the ASC training a perfect rating of 4.0/4.0 on the end of session surveys.
Feedback from teachers suggests that they were able to teach the ASC curriculum to their students and in so doing gained confidence in scientific knowledge and the use of instruments

Research Questions: Student Impacts
- Did the ASC curriculum supported student understanding of core STEM content and basic STEM concepts in formal educational settings (high school classrooms) as well as in informal educational settings after school as measured by educator feedback?

- Does the ASC curriculum increased science literacy in diverse groups of students as measured by scores on a practice version of the ACT test of Science Reasoning?

-Does the ASC curriculum provide unique questions that increased student interest in STEM areas as measured by student interest surveys?

For more information about the ASC Curriculum development program visit the website: http://www.astroclassroom.org

Summary
    The ASC modules will provide a web-based interdisciplinary curriculum in astrobiology that is free and easily accessible by the public. The curriculum is designed to supplement existing state curricula by providing a framework that draws all areas of science together through engaging activities, providing teachers with activities that meet both state and national standards along with encouraging science literacy. Accomplishing this goal will involve modification of modules based on feedback from teachers during professional development and implementation with students in formal and informal educational settings. Research during the field-testing phase of the project is currently assessing the impact of these crosscutting activities on student performance and attitudes about science along with student interest in STEM careers.

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.

Communities of Effective Practice: A Professional Stem Development Model for Teachers of American Indian Students

This project establishes and implements a professional development model with teachers of Native American students by creating a culturally relevant science, technology, engineering and mathematics teacher in-service model. The project seeks to improve teacher preparation in science and mathematics for Native Americans by creating culturally relevant curriculum materials and providing teacher participants with structured professional development. The goal is to develop an in-service model that can be transported to other Native American nations and schools.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0554472
Funding Period: 
Mon, 05/01/2006 to Fri, 04/30/2010

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