Teacher Professional Development and Pedagogy

Scaling professional development: Integrity of implementation as a measurement approach.

Lori Ann Rubino-Hare — Thu, 21 Dec 2023 17:55:13 +0000

Scaling professional development: Integrity of implementation as a measurement approach.

Lori Ann Rubino-Hare Thu, 12/21/2023 - 12:55

Scaling professional development: Integrity of implementation as a measurement approach.

Description

Professional learning about an innovative teaching method is a demonstrated way to improve teacher practices, and ultimately impact student learning. One way to scale up professional learning is a facilitator development model, in which professional learning and development (PLD) designers prepare facilitators to understand the innovation and they in turn, teach teachers. To understand the effectiveness of this model, identifying how facilitators implement the model with teachers is critical. As such, the Power of Data (POD) team scaled-up effective PLD by providing Facilitation Academies to teach others to facilitate POD Teacher Workshops (TWs). The expectation was that changes based on local contexts would occur; thus, we focused on Integrity of Implementation (IOI) rather than fidelity of implementation. A measurement approach for IOI was created to understand how facilitators (n=13) delivered TWs and how they retained or modified the program principles. Examples from this project illustrate how a robust IOI measurement approach based on a variety of data sources can inform the design of PLD experiences, enable understanding of teacher PLD experiences, and allow researchers to determine whether the scaled-up model is effective

Resources submitted by ITEST projects may be hosted on third-party sites or require a fee or membership for access. Permission to use these materials must be obtained from the publisher or the author listed on each resource.

PUBLICATION DETAILS

Type

Article

Author

Brooke A. Whitworth

Lori A. Rubino-Hare

Nena E. Bloom

Publication Website URL

https://tigerprints.clemson.edu/teach_learn_pub/43/

Topic(s)

Evaluation

Teacher Professional Development and Pedagogy

Publication Year

2022

Discipline(s)

Interdisciplinary

Teacher enactment of the Geospatial Inquiry cycle in classrooms Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development following scaled up professional learning and development

Lori Ann Rubino-Hare — Thu, 21 Dec 2023 17:48:52 +0000

Teacher enactment of the Geospatial Inquiry cycle in classrooms Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development following scaled up professional learning and development

Lori Ann Rubino-Hare Thu, 12/21/2023 - 12:48

Teacher enactment of the Geospatial Inquiry cycle in classrooms Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development following scaled up professional learning and development

Description

The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth. These data are often represented visually via maps and explored with geospatial technologies. It also examined the relationships between Geospatial Inquiry Teacher Workshop (GITW) implementation and teacher implementation of the Geospatial Inquiry Cycle. Situated cognition provided a theoretical framework for the design, development, and implementation of the GITWs and lessons. Surveys, technology assessments, lessons, and artifacts were analysed using a-priori coding, descriptive statistics, and a generalised linear modelling approach that included hierarchical analysis. Results indicated teachers implemented Geospatial Inquiry lessons with integrity to the principles of Geospatial Inquiry and utilised research-based pedagogical practices. Format of GITWs (e.g. face-to-face or blended) resulted in differences during teachers’ lesson implementation. In addition, whether GITWs were delivered by an individual facilitator or a team of facilitators impacted teachers’ lessons. The findings have several implications for the design and scaling of PLD.

PUBLICATION DETAILS

Type

Article

Author

Brooke A. Whitworth

Lori A. Rubino-Hare

Nena E. Bloom

Publisher

International Journal of Science Education

Publication Website URL

https://www.tandfonline.com/doi/full/10.1080/09500693.2022.2030073

Topic(s)

Teacher Professional Development and Pedagogy

Publication Year

2022

Discipline(s)

Interdisciplinary

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Lori Ann Rubino-Hare — Thu, 21 Dec 2023 17:41:00 +0000

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Lori Ann Rubino-Hare Thu, 12/21/2023 - 12:41

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Description

Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers.

PUBLICATION DETAILS

Type

Article

Author

Brooke A. Whitworth

Lori A. Rubino-Hare

Nena E. Bloom

Publisher

Journal of Research in Science Teaching

Publication Website URL

https://onlinelibrary.wiley.com/doi/10.1002/tea.21904

Topic(s)

Teacher Professional Development and Pedagogy

Youth Motivation and Interests in STEM

Publication Year

2023

Discipline(s)

Interdisciplinary

Creating STEM Pathways at Detroit's Aquarium

Sarah MacGillivray — Fri, 23 Jul 2021 14:51:49 +0000

Creating STEM Pathways at Detroit's Aquarium

Sarah MacGillivray Fri, 07/23/2021 - 10:51

Creating STEM Pathways at Detroit's Aquarium

Description

Welcome to Detroit and the Belle Isle Aquarium, where students come to see fish, turtles, and frogs and leave with learning and excitement about what they, too, could be doing in the world of science. This project starts with teacher professional development to enhance their knowledge of biology and ecology and to help them prepare their classes to benefit the most from their field trip visit. Aquarium educators (and our education researchers) follow up with classroom visits, and teachers get the opportunity to reinforce lessons with small grants to enhance learning opportunities. Want to know more? Then after viewing our showcase video, join us on a "virtual field trip" (https://www.biaquariumstem.org/virtual-field-trip.html), created in response to COVID-19. Before COVID-19, every fifth grade student in the Detroit public school system could visit the Aquarium. Now, this trip is open to the world. Your students are welcome to join us wherever they are.

This video was presented during the 2020 STEM for All Video Showcase, where it earned the facilitator's choice award and has received more than 6000 views.

Ram, J., Yarema, S., Chadde, J., Teisan, J., Emmert, A., Tate, M., & McGhee, M. (2020). Creating STEM Pathways at Detroit’s Aquarium. 2020 STEM for all: Video Showcase. TERC (National Science Foundation). Voted facilitator’s Choice. 6,200 views https://stemforall2020.videohall.com/presentations/1753.

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Topic(s)

Partnerships and Collaboration

STEM Content and Standards

Teacher Professional Development and Pedagogy

Youth Motivation and Interests in STEM

Virtual Field Trip and Ecology Lesson at the Belle Isle Aquarium

Sarah MacGillivray — Fri, 23 Jul 2021 14:37:05 +0000

Virtual Field Trip and Ecology Lesson at the Belle Isle Aquarium

Sarah MacGillivray Fri, 07/23/2021 - 10:37

Virtual Field Trip and Ecology Lesson at the Belle Isle Aquarium

Description

“Promoting Student Interest in Science and Science Careers through a Scalable Place-based Environmental Educational Program at a Public Aquarium,” is an NSF project that will work with 90 Detroit Public School Community District (DPSCD) fifth grade teachers in biological STEM areas related to fisheries, wildlife, conservation and aquatic sciences. More than 2,300 fifth grade students from DPSCD are expected to participate in field trips to the Belle Isle Aquarium and follow-up activities.

The COVID-19 epidemic has caused the Aquarium to be closed temporarily and our program of fifth grade field trips to be suspended for the time being. But YOU CAN STILL MARVEL AT THE BEAUTIFUL FISH (and light, colors, plants, tank settings, and building) at the Belle Isle Aquarium. Come with us on a virtual field trip and ecology lesson at the BIA.

Join our Education Team as they guide you through a field trip at the Belle Isle Aquarium, where you will discover the food chains that lie in our tanks and the role of decomposers in the Belle Isle ecosystem. This field trip is not only a great introduction to the Belle Isle Aquarium but also a wonderful "home-schooling" introduction to food chains, water quality testing, and invasive species. As a classroom teacher or a home-schooling parent, if you would like to structure your teaching with a lesson plan and other fun activities, please see our Lesson Plans page. You will find over 40 different lessons, including several directly geared to complement these virtual field trips. More activities for children can be found on our "Kids Corner" page.

Want to know more about how we promote student interest in science and science careers at the Belle Isle Aquarium? View the 2020 STEM for ALL Showcase video (https://stemforall2020.videohall.com/presentations/1753).

https://www.biaquariumstem.org/virtual-field-trip.html

Project Curricula Details

Topic(s)

STEM Career Opportunities and Workforce Development

Teacher Professional Development and Pedagogy

Youth Motivation and Interests in STEM

Website

https://www.biaquariumstem.org/virtual-field-trip

https://www.biaquariumstem.org/lesson-plans

https://www.biaquariumstem.org/kids-corner.html

File Attachment(s)

Belle Isle Aquarium Virtual Field Trip Worksheet

Target Setting(s)

Elementary school (K-5)

Middle school (6-8)

Discipline(s)

Life sciences

Additional Disciplines

Bioscience - general

Environmental Science - general

Environmental Science - ecological research and analysis

2021 ITEST Solicitation Webinar: Solicitation Overview

Kissy Canela — Wed, 30 Jun 2021 18:06:24 +0000

2021 ITEST Solicitation Webinar: Solicitation Overview

Kissy Canela Wed, 06/30/2021 - 14:06

2021 ITEST Solicitation Webinar: Solicitation Overview

Description

On June 30, STELAR hosted National Science Foundation Program Officers for an informative webinar on the Innovative Technology Experiences for Students and Teachers (ITEST) Program’s Solicitation (NSF 19-583). During this webinar NSF Program Officers Bob Russell, Alicia Santiago, and Gavin Fulmer reviewed the goals of the ITEST program, highlighted key aspects of the solicitation, and provided guidance on developing a competitive proposal.

Download the 2021 Solicitation Webinar Slides

A second NSF webinar "How to Submit a Competivite ITEST Proposal" was held July 7 with additional tips from NSF.

Be sure to also visit STELAR's proposal development resources, including information about the new Research.gov requirements.

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Topic(s)

Informal Learning and Afterschool

STEM Content and Standards

Teacher Professional Development and Pedagogy

Youth Motivation and Interests in STEM

Launching a Discourse-Rich Mathematics Lesson

Kristen Malzahn — Wed, 02 Jun 2021 15:55:21 +0000

Launching a Discourse-Rich Mathematics Lesson

Kristen Malzahn Wed, 06/02/2021 - 11:55

Launching a Discourse-Rich Mathematics Lesson

Description

This article shares a mathematics discourse technique adapted from literacy instruction and designed to prepare students' engagement in a mathematics task by model mathematical thinking. The Math Think Aloud is used during the launch of a lesson to provide access to the mathematics and help students make sense of the task so they are able to work on the task and share their mathematical thinking. Successes, challenges, and tips for effective implementation are shared.

PUBLICATION DETAILS

Type

Article

Author

A. Trocki

C. Taylor

T. Starling

P. Sztajn

D. Heck

Publisher

National Council of Teachers of Mathematics (NCTM)

Publication Website URL

https://www.nctm.org/Publications/teaching-children-mathematics/2014/Vol21/Issu…

Topic(s)

Teacher Professional Development and Pedagogy

Publication Year

2015

Discipline(s)

Other

Supporting Sense Making with Mathematical Bet Lines

Kristen Malzahn — Wed, 02 Jun 2021 15:43:47 +0000

Supporting Sense Making with Mathematical Bet Lines

Kristen Malzahn Wed, 06/02/2021 - 11:43

Supporting Sense Making with Mathematical Bet Lines

Description

This article presents a mathematics discourse technique adapted from literacy instruction to promote sense making when teachers are launching a lesson about story problems. Math Bet Lines helps all students engage with the meaning of the story problem and is particularly beneficial for emergent multilingual learners. In this article we discuss how teachers implemented the Math Bet Lines technique and share their successes, challenges, and tips for overcoming those challenges.

PUBLICATION DETAILS

Type

Article

Author

L. Dick

T. Foote

A. Trocki

P. Sztajn

D. Heck

K. Herrema

Publisher

National Council of Teachers of Mathematics (NCTM)

Publication Website URL

https://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issu…

Topic(s)

Teacher Professional Development and Pedagogy

Publication Year

2016

Talk is the Ticket to Teaching Math to English Learners

Kristen Malzahn — Wed, 02 Jun 2021 15:21:45 +0000

Talk is the Ticket to Teaching Math to English Learners

Kristen Malzahn Wed, 06/02/2021 - 11:21

Talk is the Ticket to Teaching Math to English Learners

Description

This article describes a mathematics professional development program for elementary school teachers focused on improving mathematics discourse for all students, in particular emergent multilingual learners. Frameworks, such as the Math Discourse Matrix (Sztajn, Heck, & Malzahn, 2020) that characterizes four types of discourse (correcting, eliciting, probing, responsive) and other resources aimed at planning and implementing lessons that support emergent multilingual learners' engagement in productive mathematical discussions are shared.

PUBLICATION DETAILS

Type

Article

Author

K. Malzahn

P. Sztajn

D. Heck

Publisher

The Learning Professional

Publication Website URL

https://learningforward.org/journal/resilient-leadership/talk-is-the-ticket-to-…

Topic(s)

Teacher Professional Development and Pedagogy

Publication Year

2019

Discipline(s)

Other

Decomposing Practice in Teacher Professional Development: Examining sequences of learning activities

Kristen Malzahn — Wed, 02 Jun 2021 14:59:31 +0000

Decomposing Practice in Teacher Professional Development: Examining sequences of learning activities

Kristen Malzahn Wed, 06/02/2021 - 10:59

Decomposing Practice in Teacher Professional Development: Examining sequences of learning activities

Description

In this paper, we engage in an analysis of professional development design, examining professional development activities and the sequencing of professional learning tasks. We use a theoretical framework typically used in pre-service teacher education to understand the design of one professional development program. Our overarching goal is to theorize about how to design professional development and sequence professional learning tasks for practicing teachers. Specifically, this study uses the concepts of decompositions of practice (Grossman et al., 2009), and levels of decomposition (Boerst, Sleep, Ball, & Bass, 2011) to analyze a professional development program developed to help elementary school teachers implement high-quality mathematics discourse in their classrooms. We examine the ways the program decomposes practice, the sequencing of different levels of decomposition in the professional development sequencing of activities, and the results regarding teacher change in connection with different levels of decomposition. We use the results of this analysis to discuss one productive way of organizing activities within professional development programs.

PUBLICATION DETAILS

Type

Article

Author

P. Sztajn

D. Heck

K. Malzahn

L. Dick

Publisher

Teaching and Teacher Education

Publication Website URL

https://www.sciencedirect.com/science/article/abs/pii/S0742051X19309874

Topic(s)

Teacher Professional Development and Pedagogy

Publication Year

2020

Discipline(s)

Other