Research Pedagogical Labs (RPLs) College of Science Mathematics, Science Partnership (MSP)

1. Research Pedagogical Labs (RPLs) College of Science Mathematics, Science Partnership (MSP)

2. Underlying Research Assumptions: • Scientific research for all sciences is a continual process of rigorous reasoning supported by interplay among methods, theories, and findings. • Scientific research requires field trials in natural settings. • Mathematics and science educational research demands direct investigation of learning in school environments. • Schools are the field laboratories for mathematics and science educational scientists. • Educational research is multilayered, constantly shifting, and occurs within interactions among institutions.

3. Underlying Assumptions for Research-Based Change in Schools Through RPLs: • Teachers are the change agents in schools. Cognitive engagement, development of research skills, and critical inquiry are necessary for sustained school change. • Teachers learn from living practical experiments and doing research in their own environments. • Teachers learn from informal and formal mentoring within their school environment. • A critical mass of teachers can create and maintain change in schools through peer influence. • Teachers need constant mentoring and support for success in their classroom research efforts. • Faculty research interest develops when working in schools.

4. Current RPL Models Selection Criteria • Teacher Interest Model (TI) • Teachers request professional development and research assistance. • Administrative Model (A.M.) • Campus Administrators request • research teams to investigate • specified problems in schools. • Administrative Teacher • Team Model (ATT) • Combined interest and request from administrators and teachers • Faculty Research Initiative (FRI) • Faculty research interest drives the work.

5. Original Set of RPLs and Faculty Mentors Wiggs Middle School (FRI) Henderson Middle School (AM) Tchoshanov and BlakeLesser, Blake, and Suskavcevic El Dorado High School (TI) America’s High School (ATT) Hagedorn, Starks, and SuskavcevicWinsor and Saez Bowie High School (ATT) Andress High School (ATT) Hamed Blake, Holmes, and Hagedorn Satellite RPLs(Resulted from interest in the original RPL work) Ranchland Middle School (TI) Ysleta Middle School (TI) BlakeMartinez, Hagedorn, and Barbee Montwood High School (ATT) Ysleta High School (TI) Blake Saez El Paso High School (TI) Blake and Holmes

6. Number of Teachers and Students Involved Teachers Students Wiggs Middle School 9 760 Henderson Middle 13 1120 El Dorado High School 11 1350 Andress High School 14 1400 Bowie High School 3 150 Americas High School 4 400 Ranchland Middle School 5 445 Ysleta Middle School 5 437 Montwood High School 6 Ysleta High School 2 300 El Paso High School 1 250

7. RPL Faculty Activities • Development of an environment of critical inquiry in schools. • Research instrument design (pre and post content tests, interest inventories, observation protocols, self efficacy scales, and concept inventories. • Design and guide research projects. • Grant writing. • Dissemination of results. (Papers, presentations, web pages, professional development sessions, and extensions of successful research findings.) • Planning meetings with teachers and administrators. • Bi-Weekly meetings of UTEP Faculty Mentors to discuss research and grants.

8. Inquiry Projects • Andress High School • Predictive Indicators of High School Biology Student Failures • The Influence of a Texas Instrument Screen Panel on Student Understanding in a Science Class • The Use of Probes as a Technological Teaching Tool in a High School Chemistry Laboratory • The Use of Technological Probes in a Pre A/P Class in Physics to Increase Student Learning • The Effect of Circadian Rhythm on Student Learning in a High School Science Population • The Relationship of Parental Involvement to Mathematics and Science Achievement with High School Students.

9. Wiggs Middle School • The Influence of Developmental Levels of Thinking on Understanding of Advanced Mathematical Concepts in Middle School Students • Investigation of Conceptual and Procedural Based Curricula among 7th Grade Students at a Predominantly Hispanic Populated Middle School • Conceptual Calculus Understanding Study

10. El Dorado High School • The Influence of Integration of Physics Concepts into a Biology Course Concerning Physics Course Taking Patterns • Creating a Scientific Community Using Local Ecological Awareness • Student Perceptions of Science Preparation in Middle School • Protein Crystal Experiments

11. Henderson Middle School • Motivational Influences on Middle School Mathematics Students Achievement on a State Mandated Test • The Relationship of Teacher Mathematics Content Background on Achievement on a State Mandated Test of Students Mathematical Skills

12. Bowie High School • Development and Implementation of a Balanced Conceptual and Procedural Curriculum in Algebra Classes at a Predominantly Hispanic Populated High School to Increase the Success Rate of Students Passing the End of Course Exam Mandated by the State of Texas (BCPC) • Students’ Perceptions of Barriers to Learning Mathematics

13. America’s High School • The Impact of the Connected Mathematics Project (CMP) Curriculum in High School Algebra Courses(First place award in Student Research Expo) • Correlational Relationships Among Benchmark, Teacher Designed and State Mandated Tests

14. Ranchland Middle School • Students Perceptions of a Relationship Between Young Adult Fiction and Science Literacy Ysleta Middle School • Does Hands-On Science in Your Own Backyard Improve Self-Efficacy Beliefs and Science Learning? • Student and Teachers Perceptions of the Inhibitors to Success in Science and Mathematics Learning • The Effect of a Standardized Reading Program on Science Achievement on State Mandated Tests

15. Ysleta High School • Correlational Relationships Among Benchmark, • Teacher Designed and State Mandated Tests • (replication at Americas) El Paso High School • The Effect of Circadian Rhythm on Student Learning • in a High School Science Population (Replication at Andress)

16. Montwood High School

17. Lessons Learned • Teacher placement is more stable than administrators. • Cognitive engagement of teachers sustains and disseminates the research agenda. • Faculty cooperative teaming is vital to success of research in the schools. • Research starts with a small group and grows when teachers understand the inquiry process and why it is important to their teaching. • University educational scientists have to work in the schools to link research to relevant theories and real world practice.

18. Future Plans • Sustainability • Faculty expand to district groups (Winsor works with all Socorro Mathematics teachers). • Mathematics, Engineering, Science Academy – Science of Learning (MESA-SOL). • Development of Ph.D. Program in Engineering, Mathematics, and Science Education. • Curriculum Development (Visual Calculus ) • Establish and implement research agenda dealing with the Science of Learning