Gail Scowcroft and Chris Knowlton Graduate School of Oceanography University of Rhode Island

1. What We Have Learned and What We Need to Know Gail Scowcroft and Chris Knowlton Graduate School of Oceanography University of Rhode Island

2. Teachers involved in scientific research have observed changes in their own teaching practices, particularly in: • encouraging the skills of scientific inquiry • increasing student curiosity and openness to new ideas and data • incorporating technology • identifying and using resources outside the school • selecting and adapting curricula • challenging students to accept and share responsibility for their own learning. (Alters, 1998; Gilmer, 1999; Kielborn, 1999; Redfield, 2000)

3. Through the renewal and enhancement that a Teacher Research Experience offers, teachers become capable and motivated to challenge their classes. (Dea, 2000)

4. Teachers can make connections between "cutting edge" research and the classroom curriculum when the scientists themselves communicate about their own research. (Glasson and Bently, 2000)

5. The TRE model of professional development is closely aligned with the seminal work of Loucks-Horsley et al. (1998) that delineates winning strategies for science and mathematics teachers’ professional development.

6. Most Effective Teacher Professional Development Model Strategies 1. Immersion into inquiry in science 2. Immersion into the world of scientists 3. Coaching and mentoring 4. Partnerships with scientists and universities 5. Professional networks 6. Workshops and institutes (from Loucks-Horsley et al. 1998)

7. TREs help teachers become users of research as part of a new culture of education. (Ovens, 2000)

8. Research shows that teacher expertise can account for approximately 40% of the variance on students’ learning in reading and mathematics achievement — more than any other single factor including student background. (Rhoton and Stiles, 2002)

9. After controlling for student background variables, the classrooms to which students are assigned in a given year account for approximately 60% of the reliable variance in student academic growth in reading and mathematics. (Rowan et al. 2002) However, the magnitude of teacher influence, specifically that resulting from teacher professional development, is difficult to tease out of the classroom variable.

10. Other studies show a similar correlation between teacher expertise and student achievement across the subject areas. Teacher content-area knowledge, as related to the number of content classes taken, has also been shown to have positive effects on student achievement. (Darling-Hammond, et al. 1995)

11. In research across a wide diversity of teachers to determine why master teachers remained in their profession, it has been discovered that, a common burning need is intellectual stimulation and challenges outside the classroom. (Williams, 2003)

12. Identified Best Practices • Pre-research experience training and content instruction for teachers • Institutional buy-in (i.e. school districts, principals, science supervisors, etc.) • Mentor training for teachers and scientists • Mentoring plan: scientist  teacher and teacher  teacher • Post-TRE access to resources for teachers: materials on-line, network of colleagues, and communication with scientists • Support for classroom transfer • External evaluation and input from evaluator from the time of project design

13. 80% Evaluation N=30 40% 0% Project staff design and conduct project Evaluation Project staff implement external evaluator’s plan and analyze data Project Staff implement external eval. plan and evaluator analyzes data External evaluator conducts entire eval. Plan

14. a Post-TRE classroom observations Pre- and post-TRE surveys/tests of teachers Pre- and post-TRE surveys/tests of students Standardized student test scores Teacher reports Measuring Impacts on Student Achievement N=30 60 0% 30 90

15. Identified Needs • Need to identify/develop tools and strategies for effective evaluation of project components (especially for indirect participants) • Need to incorporate teachers into the scientific community (not just provide a research experience) • Need for institutional buy-in: assists project sustainability, encourages community building, and improves facilities • Need for more inter-project collaborations

16. Need for empirical research to measure: • content gains made by teachers • teacher and student gains in science process skills • changes in teacher self-efficacy • changes in teachers’ pedagogical skills • curricula changes, especially in the increase of scientific research and process methods • increases in inquiry-based and laboratory activities • gains in student achievement • longitudinal changes such as teacher retention and student decisions beyond high school

17. Need to Measure Value Added Research shows that involving teachers in research experiences often improves the scientists' communication skills and helps them to develop new skills now needed by scientists in interacting with the public (Chennel, 1999).

18. Must improve the evaluation of professional development with scientifically sound statistical instruments.

19. Council of Chief State School Officers - project to assist states in improving evaluation of teacher professional development that is aimed at math and science teachers. • listing of currently available tools (Nov. 2005) to help in evaluation that focus on - professional development activities - teacher knowledge and skills - change in instruction - analyzing effects on student achievement • annotated bibliography of research reports in the areas of evaluation tools and designs (March 2006)

20. Council of Chief State School Officers project web site: http://www.ccsso.org/projects/improving_evaluation_of_professional_development/

21. Thank you! gailscow@gso.uri.edu