Environmental Research Experience for Teachers of the Deaf and Hard of Hearing: A Pilot Study

1. Environmental Research Experience for Teachers of the Deaf and Hard of Hearing: A Pilot Study MAASTE - September 24, 2010 Shannon C. Graham Faculty advisor: Rita A. Hagevik, Ph.D. The University of Tennessee

2. Science in Deaf Ed: Review of Literature • Teacher preparation & professional development (PD) (Easterbrook, 2001; Johnson, 2004; Lytle & Rovins, 1997; & Rosen, 2005) • Language acquisition • Amplification systems • Effectiveness of communication modalities • Hiring & retention of qualified educators(Mangrubang, 2005) • Certification requirements • Declining numbers of science teachers • Lack of support, uncertainty of instructional practice, & intimidation of the subject

3. Professional Development in Deaf Ed • Type of PD available for educators of the DHH • Conferences, summer programs, in-service training • Teacherpreferences(Rosen, 2005) • Face to face, interactive learning opportunity in curriculum instructional design & technology, however in-service makes up 86% of professional development

4. Research Apprenticeship • Guiding framework: Situated learning • Principles – knowledge is constructed (or co-constructed) by social interaction & collaboration within context of an authentic setting (Lave & Wenger, 1991) • Effects on science teaching • Conceptual change • Confidence & self-efficacy • Field work experience & skills • Instructional practice (Buck, 2003; Dresner & Worley, 2006; & Neathery, 1998 )

5. Description of Scientific Study • Location: Pacific Islands • Scientific research: Sea turtle foraging behavior • Research team: Field biologists • Fieldwork methods: Hiked to remote beaches, monitored nesting sites at night, observed nesting behavior, assisted with radio & satellite transmitter attachment procedures • Communication method: ASL

6. Description of Participants: Teachers as Researchers • Recruitment procedures: • Employed as a teacher of the DHH • Submitted an application • Had the physical capacity to do fieldwork • Background of selected teachers: • Geographical location • Hearing status / sign language skills • Grade level • Teacher training • Certification specialty • Professional development

7. Research Questions • What were science teachers’ experiences from participating on a scientific research crew & how did these experiences differ from traditional professional development? • How were teachers’ perceptions of scientific research influenced by active involvement on a research team? • In what ways are initial ideas from this experience applied in the classroom?

8. Qualitative Research Methods • Research approach • Naturalistic inquiry • Data collection procedures • Collected field notes • Events, meetings, general observations • Conducted interviews • Open & semi-structured questions for 60 minutes via videophone • Collected supporting documents • Teacher-developed materials, photographed images, & video clips of island flora & fauna

9. Qualitative Research Analysis • Thematic analysis • Reviewed transcripts from field notes, interviews & supporting documents • Identified & reassigned codes to appropriate excerpts Example codes • A.Resp – affective responses towards field experience • IntD – experiences with other conservation issues • Comm – discourse or struggles • Triangulated data to seek for overlaps of codes

10. A Moment in the Field Setting

11. Preliminary Themes: Teacher Experiences in the Field • Cognitive, physical & affective responses • Engagement & intention for learning • Program structure • Interdisciplinary • Communication What were science teachers’ experiences from participating on a scientific research crew and how did these experiences differ from traditional professional development?

12. “I cannot even compare with my past PD experiences…this experience was amazing…everything was real, authentic and real world, that’s what it was…” (affective responses) • “I would’ve liked to interact with other teachers on the team so that we can share ideas for our students.” (program structure) • Field notes: [T1] took photos of native trees in the national park and the vog became dense... (interdisciplinary)

13. Preliminary Themes: Perception of Scientific Inquiry • Collaboration • Research logistics & processes • Significance to environmental research How were teachers’ perceptions of scientific research influenced by active involvement on a research team?

14. “…many variables to deal with…research is almost like trial and error.” (research logistics & processes) • “Any research study in the environment is a collaborative effort…to support each other with suggestions and interpretations of findings” (collaboration) • Supporting documents: [T3] developed a PPT on conservation issues (e.g. decline of salmon population) and explained why research was needed (significance to environmental research)

15. Preliminary Themes: Classroom Applications • Science in social perspectives • Role modeling of DHH adults • Nature-orientation • Interdisciplinary • Inquiry In what ways are initial ideas from this experience applied in the classroom?

16. “We used the video clip of surface waves to measure timing and wave height” (interdisciplinary) • “I would ask students about the loss of salmon and how that impacts our economy and the food web” (interdisciplinary & science in social perspectives) • “My students asked me many questions about what they saw on my DVD and asked about other people on the research team” (role modeling of DHH adults) • “...encouraged me to do more outdoor activities with my school and use our campus more often” (nature-orientation)

17. Summary of Findings & Limitations • Teacher participants… • Constructed new knowledge of scientific content & research processes in context of conservation & environmental issues • Potential limitations: Limited time & possible isolation of skills • Expressed a preference for research apprenticeship compared to classroom-based PD; however, perceived various preferences in program structure • Potential limitations: Limited opportunities for reflection & explicit instruction (Miles, 1991; Sadler, Burgin, McKinney, & Ponjuan, 2010)

18. Summary of Findings & Limitations • Teacher participants… • Expressed a preference for learning through interactive engagement in authentic setting as should be modeled in the classroom • Stated some changes in teaching practice • Potential limitations: Self-reported & no direct observation of teaching, change of practice difficult to explain or measure (Sadler, Burgin, McKinney, & Ponjuan, 2010)

19. Implications for Further Research • Complete verification of identified themes by consulting with participants through member checking & inter-rater reliability • Collaborate with teachers post field experience to further understand transfer of experience & role modeling needs of students • Design & provide science experiences, according to recommendations from literature regarding to situated learning, for educators of specialized populations to focus on change of teaching practice

20. QUESTIONS?