Diversity

Morehouse College DR K-12 Pre-service STEM Teacher Initiative

This project recruited high school African American males to begin preparation for science, technology, engineering and mathematics teaching careers. The goal of the program was to recruit and prepare students for careers in secondary mathematics and science teaching thus increasing the number of African Americans students in STEM. The research will explore possible reasons why the program is or is not successful for recruiting and retaining students in STEM Teacher Education programs  

Lead Organization(s): 
Award Number: 
1119512
Funding Period: 
Fri, 07/15/2011 to Sat, 06/30/2018
Project Evaluator: 
Melissa K. Demetrikopoulos
Full Description: 

Morehouse College proposed a research and development project to recruit high school African American males to begin preparation for secondary school science, technology, engineering and mathematics(STEM) teaching as a career. The major goal of the program is to recruit and prepare students for careers in secondary mathematics and science teaching thus increasing the number of African Americans students in STEM. The research will explore possible reasons why the program is or is not successful for recruiting and retaining students in STEM Teacher Education programs including: (a) How do students who remain in STEM education differ from those who leave and how do these individual factors (e.g. student preparation, self-efficacy, course work outcomes, attitudes toward STEM/STEM education, connectivity to STEM/STEM education communities, learning styles, etc) enhance or inhibit interest in STEM teaching among African American males? (b) What organizational and programmatic factors (e.g. high school summer program, Saturday Academy, pre-freshman program, summer research experience, courses, enhanced mentoring, cyber-infrastructure, college admissions guidance, leadership training, instructional laboratory, program management, faculty/staff engagement and availability, Atlanta Public Schools and Morehouse College articulation and partnership) affect (enhance or inhibit) interest in STEM teaching among African American males?

This pre-service program for future secondary STEM teachers recruits promising African American male students in eleventh grade and prepares them for entry into college.  The program provides academic guidance and curriculum-specific activities for college readiness, and creates preparation for secondary science and math teaching careers.   This project is housed within the Division of Science and Mathematics at Morehouse College and engages in ongoing collaboration with the Atlanta Public School (APS) system and Fulton County School District (FCS). The APS-FCS-MC collaboration fosters access and success of underrepresented students through (a) early educational intervention practices; (b) enhanced academic preparation; and (c) explicit student recruitment. 

The program consists of six major program components: High School Summer Program; Saturday Academy I, II, and III; Pre-Freshman Summer Program; and Summer Research Experience, which begins in the summer between the student’s junior and senior years of high school and supports the student through his sophomore year of college.  To date, collaborations between education and STEM faculty as well as between Morehouse, APS, and FCS faculty have resulted in development and implementation of all six program components.   Students spent six weeks in an intensive summer program with a follow-up Saturday Academy during their senior year before formally beginning their academic careers at Morehouse College. The program integrates STEM education with teacher preparation and mentoring in order to develop secondary teachers who have mastery in both a STEM discipline as well as educational theory. 

This pre-service program for future teachers recruited promising eleventh grade African American male students from the Atlanta Public School District to participate in a four-year program that will track them into the Teacher Preparation program at Morehouse College. The research focuses on the utility and efficacy of early recruitment of African American male students to STEM teaching careers as a mechanism to increase the number of African American males in STEM teaching careers.

Cluster Randomized Trial of the Efficacy of Early Childhood Science Education for Low-Income Children

The research goal of this project is to evaluate whether an early childhood science education program, implemented in low-income preschool settings produces measurable impacts for children, teachers, and parents. The study is determining the efficacy of the program on Science curriculum in two models, one in which teachers participate in professional development activities (the intervention), and another in which teachers receive the curriculum and teachers' guide but no professional development (the control).

Project Email: 
Award Number: 
1119327
Funding Period: 
Mon, 08/15/2011 to Mon, 07/31/2017
Project Evaluator: 
Brian Dates, Southwest Counseling Services
Full Description: 

The research goal of this project is to evaluate whether an early childhood science education program, Head Start on Science, implemented in low-income preschool settings (Head Start) produces measurable impacts for children, teachers, and parents. The study is being conducted in eight Head Start programs in Michigan, involving 72 classrooms, 144 teachers, and 576 students and their parents. Partners include Michigan State University, Grand Valley State University, and the 8 Head Start programs. Southwest Counseling Solutions is the external evaluator.

The study is determining the efficacy of the Head Start on Science curriculum in two models, one in which 72 teachers participate in professional development activities (the intervention), and another in which 72 teachers receive the curriculum and teachers' guide but no professional development (the control). The teacher study is a multi-site cluster randomized trial (MSCRT) with the classroom being the unit of randomization. Four time points over two years permit analysis through multilevel latent growth curve models. For teachers, measurement instruments include Attitudes Toward Science (ATS survey), the Head Start on Science Observation Protocol, the Preschool Classroom Science Materials/Equipment Checklist, the Preschool Science Classroom Activities Checklist, and the Classroom Assessment Scoring System (CLASS). For students, measures include the "mouse house problem," Knowledge of Biological Properties, the physics of falling objects, the Peabody Picture Vocabulary Test-Fourth Edition, the Expressive Vocabulary Test-2, the Test of Early Mathematics Ability-3, Social Skills Improvement System-Rating Scales, and the Emotion Regulation Checklist. Measures for parents include the Attitudes Toward Science survey, and the Community and Home Activities Related to Science and Technology for Preschool Children (CHARTS/PS). There are Spanish versions of many of these instruments which can be used as needed. The external evaluation is monitoring the project progress toward its objectives and the processes of the research study.

This project meets a critical need for early childhood science education. Research has shown that very young children can achieve significant learning in science. The curriculum Head Start on Science has been carefully designed for 3-5 year old children and is one of only a few science programs for this audience with a national reach. This study intends to provide a sound basis for early childhood science education by demonstrating the efficacy of this important curriculum in the context of a professional development model for teachers.

Multiple Instrumental Case Studies of Inclusive STEM-Focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl)

The aim of this project is to examine opportunity structures provided to students by inclusive STEM-focused high schools, with an emphasis on studying schools that serve students from underrepresented groups. The project is studying inclusive STEM-focused high schools across the United States to determine what defines them. The research team initially identified ten candidate critical components that define STEM-focused high schools and is refining and further clarifying the critical components through the research study.

Lead Organization(s): 
Award Number: 
1118851
Funding Period: 
Thu, 09/01/2011 to Mon, 08/31/2015
Full Description: 

The aim of this project is to examine opportunity structures provided to students by inclusive STEM-focused high schools, with an emphasis on studying schools that serve students from underrepresented groups. In contrast to highly selective STEM-focused schools that target students who are already identified as gifted and talented in STEM, inclusive STEM-focused high schools aim to develop new sources of STEM talent, particularly among underrepresented minority students, to improve workforce development and prepare STEM professionals. A new NRC report, Successful K-12 STEM Education (2011), identifies areas in which research on STEM-focused schools is most needed. The NRC report points out the importance of providing opportunities for groups that are underrepresented in the sciences, especially Blacks, Hispanics, and low-income students who disproportionately fall out of the high-achieving group in K-12 education. This project responds specifically to the call for research in the NRC report and provides systematic data to define and clarify the nature of such schools. 

The project is studying inclusive STEM-focused high schools across the United States to determine what defines them. The research team initially identified ten candidate critical components that define STEM-focused high schools and is refining and further clarifying the critical components through the research study. The first phase of the study is focusing on 12 well-established and carefully planned schools with good reputations and strong community and business support, in order to capture the critical components as intended and implemented. Case studies of these high-functioning schools and a cross-case analysis using a set of instruments for gauging STEM design and implementation are contributing toward building a theory of action for such schools that can be applied more generally to STEM education. The second phase of the study involves selecting four school models for further study, focusing on student-level experiences and comparing student outcomes against comprehensive schools in the same district. Research questions being studied include: 1) Is there a core set of likely critical components shared by well-established, promising inclusive STEM-focused high schools? Do other components emerge from the study? 2) How are the critical components implemented in each school? 3) What are the contextual affordances and constraints that influence schools' designs, their implementation, and student outcomes? 4) How do student STEM outcomes in these schools compare with school district and state averages? 5) How do four promising such schools compare with matched comprehensive high schools within their respective school districts, and how are the critical components displayed? 6) From the points of view of students underrepresented in STEM fields, how do education experiences at the schools and their matched counterparts compare? And 7) How do student outcomes compare?

The research uses a multiple instrumental case study design in order to describe and compare similar phenomena. Schools as critical cases are being selected through a nomination process by experts, followed by screening and categorization according to key design dimensions. Data sources include school documents and public database information; a survey, followed by telephone interviews that probe for elaborated information, to provide a systematic overview of the candidate components; on-site visitations to each school provide data on classroom observations at the schools; interviews with students, teachers and administrators in focus groups; and discussions with critical members of the school community that provide unique opportunities to learn such as mentors, business leaders, and members of higher education community that provide outside of school learning experiences. The project is also gathering data on a variety of school-level student outcome indicators, and is tracking the likely STEM course trajectories for students, graduation rates, and college admission rates for students in the inclusive STEM-focused schools, as compared to other schools in the same jurisdiction. Analysis of the first phase of the study aims to develop rich descriptions that showcase characteristics of the schools, using axial and open coding, to determine a theory of action that illustrates interconnections among context, design, implementation, and outcome elements. Analysis of the second phase of the study involves similar processes on four levels: school, student, databases, and a synthesis of the three. Evaluation of the project consists of an internal advisory board and an external advisory board, both of which provide primarily formative feedback on research procedures.

Research findings, as well as case studies, records of instrument and rubric development and use, annual reports, and conference proposals and papers are being provided on a website, in order to provide an immediate and ongoing resource for education leaders, researchers and policymakers to learn about research on these schools and particular models. An effort is also being made to give voice to the experiences of high school students from the four pairs of high schools studied in the second phase of the study. Findings are also being disseminated by more traditional means, such as papers in peer-reviewed journals and conference presentations.

Promoting Science Among English Language Learners (P-SELL) Scale-Up

This effectiveness study focuses on the scale-up of a model of curricular and teacher professional development intervention aimed at improving science achievement of all students, especially English language learners (ELLs). The model consists of three basic components: (a) inquiry-oriented science curriculum, (b) teacher professional development for science instruction with these students, and (c) school resources for science instruction.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1209309
Funding Period: 
Mon, 08/15/2011 to Fri, 07/31/2015
Project Evaluator: 
Lauren Scher
Full Description: 

This four-year effectiveness study focuses on the scale-up of a model of curricular and teacher professional development intervention aimed at improving science achievement of all students, especially English language learners (ELLs). The model consists of three basic components: (a) inquiry-oriented science curriculum, (b) teacher professional development for science instruction with these students, and (c) school resources for science instruction. The project's main goals are: (1) to evaluate the effect of the intervention on student achievement, (2) to determine the effect of the intervention on teacher knowledge, practices, and school resources, and (3) to assess how teacher knowledge, practices, and resources mediate student achievement. The project is conducted in the context of the Florida current science education policies and accountability system (e.g., adoption of the Next Generation Sunshine State Standards in Science, assessment of science at the fifth grade, a Race to the Top award state). The study draws on findings from research on a previous NSF-funded efficacy study (035331) in which the model to be scaled-up was tested in a single school district. The effectiveness study includes three (of 67) school districts as key partners, representative of racially, ethnically, linguistically, and socioeconomically diverse student populations; 64 elementary schools, 320 science teachers, and 24,000 fifth-grade students over a three-year period. Science learning is the primary subject matter, inclusive of life, physical, and earth/space sciences. Six research questions corresponding to three research areas guide the proposed scope of work. For the research area of Student Science Achievement, questions are: (1) What is the effect of the intervention on fifth-grade students' science achievement, compared to "business as usual"?, and (2) To what extent are the effects of the intervention moderated by students' English as a Second Language (ESOL) level, SES status, and racial/ethnic backgrounds? For Teacher Knowledge and Practices as a research area, questions are: (3) What is the effect of the intervention on teachers' science knowledge and teaching practices?, and (4) To what extent is students' science achievement predicted by school resources for science instruction? For School Resources for Science, questions are: (5) What is the effect of the intervention on school resources for science instruction?, and (6) To what extent is student achievement predicted by school resources for science instruction? To assess the effect of the intervention on students' and teachers' outcomes, a cluster-randomized-control trial is used, resulting in a total of 64 randomly selected schools (after stratifying them by school-level percent of ESOL and Free Reduced Lunch students). All science teachers and students from the 64 schools participate in the project: 32 in the treatment group (project curriculum for fifth grade, teacher professional development, and instructional resources), and 32 in the control group (district-adopted fifth-grade curriculum, no teacher professional development, and no instructional resources). To address the research area of Student Science Achievement, formative assessment items are used at the end of each curriculum unit, along with two equated forms of a project-developed science test (to be used as pre-and posttests) with both treatment and control groups, in addition to the Florida's Comprehensive Assessment Tests-Science. Data interpretation for this research area employs a set of three-level HLMs (students, nested in classrooms, nested in schools). To address the research area of Teacher Knowledge and Practices and School Resources for Science, the project uses three measures: (a) two equated forms of a 35-items test of teacher science knowledge, (b) a classroom observation instrument measuring third-party ratings of teacher knowledge and teaching practices, and (c) a questionnaire measuring teachers' self-reports of science knowledge and teaching practices. All measures are administered to both treatment and control groups. Data interpretation strategies include a series of HLMs with emphasis on the relevant teacher outcomes as a function of time, and of school-level mediating variables. External project evaluation is conducted by Concentric Research and Evaluation using quantitative and qualitative methods and addressing both formative and summative components. Project research findings contribute to the refinement of a model reflective of the new science standards in the State and the emerging national science standards. The value added of this effort consists of its potential to inform effective implementation of science curricula and teacher professional development in other learning settings, including ELLs and traditionally marginalized student populations at the elementary school level. It constitutes practically the only research study focused on the issue of scale-up and sustainability of effective science education practices with this student subpopulation, which has become prominent due to the dramatic growth of a racially, ethnically, and linguistically diverse school-aged population, low levels of U.S. student science achievement, and the role of science and mathematics in current accountability systems nationwide.

School Structure and Science Success: Organization and Leadership Influences on Student Achievement (Collaborative Research: Butler)

This project will document factors explaining variations in science achievement across schools enrolling ethnically and linguistically diverse students. The research question is: what leadership and organizational features at the school level are associated with mitigating science achievement gaps? Researchers, in collaboration with school districts, will identify school leadership practices that can be connected with reductions in achievement gaps related to student ethnicity, English fluency, and social status.

Partner Organization(s): 
Award Number: 
1338512
Funding Period: 
Fri, 02/15/2013 to Sat, 06/30/2018
Full Description: 

The School Organization and Science Achievement (SOSA) Project will document factors explaining variations in science achievement across schools enrolling ethnically and linguistically diverse students. The research question is: what leadership and organizational features at the school level are associated with mitigating science achievement gaps? Previous school effectiveness studies demonstrate school leadership and social capital influencing student achievement; the SOSA project is unique with its focus on science achievement. Researchers at the University of Connecticut and the University of South Florida St. Petersburg, in collaboration with school districts in their respective states, will identify school leadership practices that can be connected with reductions in achievement gaps related to student ethnicity, English fluency, and social status. At the conclusion of the five-year project, the findings will take the form of recommendations about leadership practices and school organization that can be implemented in other school settings.

The project uses a mixed methods design by combining statistical modeling and qualitative data. Multiple regression analyses highlight those schools populated by fifth graders that have greater or lesser achievement gaps in science. Using social capital theory (i.e., school norms, communication channels, and trustworthiness) comparisons of positive and negative outlier schools will be made via interviews of building principals, classroom teachers and community representatives. The expectation is that schools providing more equitable science experiences to all students will exhibit stronger social capital compared to buildings with disparities in science test scores across demographic categories. These insights will be supplemented by multilevel structural equation modeling to determine the strength of association between various school climate measures (e.g., teacher-to-principal trust, correspondence between teacher and principal perceptions of leadership, and school/community ties) and science achievement as measured by statewide fifth grade science tests. In addition, growth analyses will be used to detect shifts over time and provide insights about the links between policy changes or leadership adjustments, inasmuch as science achievement gaps are affected.

By working with 150 schools in two states, this collaborative research project is designed to generate findings applicable in other school systems. Particularly in settings where science achievement gaps are large, and especially when such gaps vary between schools even when the student populations are similar, the findings from this study will have practical leadership implications. Expertise in this project includes science education, educational leadership, and statistical modeling. This complementary combination increases the depth of the project's efforts along with expanding its potential impacts. Key questions addressed by this project include: to what extent is leadership in science similar to or different from leadership in other subject areas? how do variations in leadership design (e.g., top-down versus distributed leadership) contribute to reductions in science achievement gaps? to what degree can effective leadership mitigate other factors that exacerbate the challenges of providing high quality science learning experiences for every child? Findings will be disseminated via the SOSA Project website, along with leadership development strategies. Deliverables include templates to replicate the study, case studies for professional development, and strategies for supporting the development of science teacher-leaders.

This project was previously funded under award # 1119359.

Continuous Learning and Automated Scoring in Science (CLASS)

This five-year project investigates how to provide continuous assessment and feedback to guide students' understanding during science inquiry-learning experiences, as well as detailed guidance to teachers and administrators through a technology-enhanced system. The assessment system integrates validated automated scorings for students' written responses to open-ended assessment items into the "Web-based Inquiry Science Environment" (WISE) program.

Award Number: 
1119670
Funding Period: 
Thu, 09/01/2011 to Mon, 08/31/2015
Full Description: 

This five-year project investigates how to provide continuous assessment and feedback to guide students' understanding during science inquiry-learning experiences, as well as detailed guidance to teachers and administrators through a technology-enhanced system. The assessment system integrates validated automated scorings for students' written responses to open-ended assessment items (i.e., short essays, science narratives, concept mapping, graphing problems, and virtual experiments) into the "Web-based Inquiry Science Environment" (WISE) program. WISE is an online science-inquiry curricula that supports deep understanding through visualization of processes not directly observable, virtual experiments, graphing results, collaboration, and response to prompts for explanations. In partnership with Educational Testing Services (ETS), project goals are: (1) to develop five automated inquiry assessment activities that capture students' abilities to integrate their ideas and form coherent scientific arguments; (2) to customize WISE by incorporating automated scores; (3) to investigate how students' systematic feedback based on these scores improve their learning outcomes; and (4) to design professional development resources to help teachers use scores to improve classroom instruction, and administrators to make better informed decisions about teacher professional development and inquiry instruction. The project targets general science (life, physical, and earth) in three northern California school districts, five middle schools serving over 4,000 6th-8th grade students with diverse cultural and linguistic backgrounds, and 29 science teachers. It contributes to increase opportunities for students to improve their science achievement, and for teachers and administrators to make efficient, evidence-based decisions about high-quality teaching and learning.

A key research question guides this effort: How automated scoring of inquiry assessments can increase success for diverse students, improve teachers' instructional practices, and inform administrators' decisions about professional development, inquiry instruction, and assessment? To develop science inquiry assessment activities, scoring written responses include semantic, syntax, and structure of meaning analyses, as well as calibration of human-scored items with a computer-scoring system through the c-rater--an ETS-developed cyber learning technology. Validity studies are conducted to compare automated scores with human-scored items, teacher, district, and state scores, including sensitivity to the diverse student population. To customize the WISE curriculum, the project modifies 12 existing units and develops nine new modules. To design adaptive feedback to students, comparative studies explore options for adaptive guidance and test alternatives based on automated scores employing linear models to compare student performance across randomly assigned guidance conditions; controlling for covariates, such as prior science scores, gender, and language; and grouping comparison studies. To design teacher professional development, synthesis reports on auto-scored data are created to enable them to use evidence to guide curricular decisions, and comments' analysis to improve feedback quality. Workshops, classroom observations, and interviews are conducted to measure longitudinal teachers' change over time. To empower administrators' decision making, special data reports, using-evidence activities, individual interviews, and observation of administrators' meetings are conducted. An advisory board charged with project evaluation addresses both formative and summative aspects.

A research-informed model to improve science teaching and learning at the middle school level through cyber-enabled assessment is the main outcome of this effort. A total of 21 new, one- to three-week duration standards-based science units, each with four or more automatically scored items, serve as prototypes to improve students' performance, teachers' instructional approaches, and administrators' school policies and practices.

Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale

This project is supporting and investigating the implementation of reformed mathematics instruction at the middle school level in two large school districts. The primary goal of the project is to develop an empirically grounded theory of action for implementing reform at school and district levels. The researchers are investigating reform within a coherent system that focuses on leadership and school-based professional development.

 

Lead Organization(s): 
Award Number: 
1119122
Funding Period: 
Mon, 08/15/2011 to Tue, 07/31/2012
Full Description: 

The Development of Ambitious and Equitable Mathematics Instruction project is supporting and investigating the implementation of reformed mathematics instruction at the middle school level in two large school districts. Project researchers are asking: What does it take to support mathematics teachers' development of ambitious and equitable instructional practices on a large scale? The project has built on what was learned in a previous, successful project studying the implementation of a middle school mathematics curriculum. The primary goal of the new project is to develop an empirically grounded theory of action for implementing reform at school and district levels. The researchers are investigating reform within a coherent system that focuses on leadership and school-based professional development. In addition, they are facilitating a longitudinal study of the curriculum implementation by continuing the data collection from the original study.

In order to build a theory of action, the project team is synthesizing data from a variety of domains including instructional systems (e.g., curriculum, materials, professional development, support for struggling students, and learning communities), mathematics coaching, networks of teachers, school leadership, and district leadership. Investigators are using a variety of analytic techniques to successfully integrate both quantitative and qualitative data as they seek to understand how school district strategies are playing out in schools and classrooms and how those strategies can be revised in order to improve student learning of mathematics.

An empirically grounded theory of action for implementing reform will help the mathematics education community to implement and to understand the process of reforming mathematics instruction at the middle school level. Many advances in mathematics instruction have been documented within a limited context, but researchers and practitioners need to understand the full range of action necessary to achieve similar successes at a district-wide level. The model developed from this project, in conjunction with longitudinal data, has the potential to guide future reform efforts that seek to provide ambitious and equitable mathematics instruction.

Teachers Empowered to Advance Change in Mathematics (TEACH MATH): Preparing Pre K-8 Teachers to Connect Children's Mathematical Thinking and Community-Based Funds of Knowledge

This project will modify the teacher preparation program for preK-8 teachers. The program is designed to help pre-service teachers learn mathematics well, learn to access students' cultural funds of knowledge, and learn to encourage students' mathematical thinking. The developers are designing (a) modules that can be used in teacher preparation courses, (b) a mentoring program for new teachers, and (c) on-line networks to facilitate collaboration among participating teachers and institutions.

Lead Organization(s): 
Award Number: 
1228034
Funding Period: 
Thu, 09/01/2011 to Thu, 08/31/2017
Project Evaluator: 
Research Institute for Studies in Education
Full Description: 

This research and development project will modify the teacher preparation program for preK-8 teachers at six universities located in different regions of the U.S. The new program is designed to help pre-service teachers learn mathematics well, learn to access students' cultural funds of knowledge in ways that will help them teach mathematics, and learn to encourage students' mathematical thinking. By integrating these important bodies of knowledge, pre-service teachers should be better prepared to teach mathematics to the variety of students in their classes. The developers are designing (a) modules that can be used in teacher preparation courses, (b) a mentoring program for new teachers, and (c) on-line networks to facilitate collaboration among participating teachers and institutions.

The project includes a study of how pre-service teachers learn to apply the knowledge they have gained in the program. The research team has planned a longitudinal collection of data that will track the pre-service teachers into their careers. Their goal is to document teachers' understandings of children's mathematical thinking and children's cultural funds of knowledge and to understand the relationship between teachers' understandings and the learning and disposition of preK-8 students. The study will be implemented at all six universities with staggered start dates allowing for analysis and revisions between cohorts.

These research and development efforts have the potential to impact preK-8 teacher preparation through (1) the development of modules that integrate several relevant proficiencies in mathematics teaching, and (2) the research that studies the impact of such a program on the mathematical learning and disposition of preK-8 students.

CAREER: Examining the Role of Context in the Mathematical Learning of Young Children

This project involves a longitudinal, ethnographic study of children's mathematical performances from preschool to first grade in both formal classroom settings and informal settings at school and home. The study seeks to identify opportunities for mathematical learning, to map varied performances of mathematical competence, to chart changes in mathematical performance over time, and to design and assess the impact of case studies for teacher education.

Award Number: 
1461468
Funding Period: 
Mon, 06/15/2009 to Tue, 05/31/2011
Full Description: 

This project involves a longitudinal, ethnographic study of children's mathematical performances from preschool to first grade in both formal classroom settings and informal settings at school and home. The proposed site for the study is a small, predominately African-American pk-12 school. The study seeks to identify opportunities for mathematical learning by young children across multiple contexts, to map varied performances of mathematical competence by young children, to chart changes in young children's mathematical performance over time, and to design and assess the impact of case studies for teacher education that explore young children's mathematical competencies. Research questions focus on mathematical opportunities for learning in various contexts, children's development of knowledge, skills, and dispositions over time, the characteristics of competent mathematical performances, and the role of case studies in helping beginning teachers to understand young minority children's mathematical thinking. Data collected will include video tapes of classroom activities, written fieldnotes of formal and informal settings, student work, parent focus group transcripts, and children's interview performances. Analysis will involve both thematic coding and construction of case studies. The overarching goal of this project is to transform the ways that researchers think about and study the mathematical learning of young minority children as well as the quality of schooling these children experience.

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.

Pages

Subscribe to Diversity