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Research into RET’s Florida State University

Research into RET’s Florida State University. RET Research Team Patrick Enderle, Barry Golden, Cady Hall, Roxanne Hughes, Andrew Lantz, Sherelle Lowe, Yavuz Saka . Background . Growth in reform-based practice in recent years.  Teachers are the central agents.

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Research into RET’s Florida State University

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  1. Research into RET’sFlorida State University RET Research Team Patrick Enderle, Barry Golden, Cady Hall, Roxanne Hughes, Andrew Lantz, Sherelle Lowe, Yavuz Saka

  2. Background • Growth in reform-based practice in recent years.  • Teachers are the central agents. • Research Experience for Teachers (RET) programs

  3. RETs • NSF program since 2000? • Purpose…what are they • …tradition • Little research on effects

  4. RET Models to be Examined Florida State University (FSU) 2 Programs: • Center for Integrating Research and Learning (CIRL) • Office of Science Teaching Activities (OSTA)

  5. RET Models to be Examined CIRL • National High Magnetic Field Laboratory (NHMFL) • Traditional-format • NHMFL faculty laboratories • Daily activities

  6. RET Models to be Examined OSTA • FSU Coastal Marine Laboratory through College of Arts and Sciences • Non-traditional model • “inquiry on the process of inquiry”  • Master teacher and scientist • Independent Research projects and lesson creation

  7. Rationale of the Research • NRC: • “What do teachers need to know and be able to do to use inquiry effectively?  • What kinds of professional development can help prospective and practicing teachers both develop and use inquiry effectively?” (NRC, 2000, p. 87).

  8. The Research Dynamics of teachers’ • understanding, • application, and • consistent use of inquiry-based teaching approaches presented in RET's This project studies teachers before, during, and after RET experiences The students in these teachers' classrooms

  9. Research Questions • First, what are the essential features of RET's? • Second, what influence do RET's have on teachers' understandings and their practices? • Third, how do RET's interact with the personal characteristics of participating teachers ? • Fourth, what influence does the mode of inquiry instruction supported by RET's have on student learning [broadly conceived to include both conceptual and affective gains ]?

  10. Mode of Inquiry and Methods • Teacher-Centered Systemic Reform Model (TCSR) • (Gess-Newsome, Southerland, Johnston, & Woodbury, 2003; Woodbury & Gess-Newsome, 2002; Woodbury, 2000). 

  11. Challenges-Program • Roles of researchers in observations • Maintaining consistency of programs (to allow for pooling of data)

  12. Challenges In Data Collection • Data Collection Need to cast a “broad net” to see the different influence of each program. How to get useful preprogram data? How much data is enough? How much is TOO much? Our intentions shaping teachers’ data In depth probes shaping teachers’ data Inconsistency in data collection (i.e., interview techniques) Standardization vs. Flexibility

  13. Practical Challenges • Communication Among Research Team With the RET programs personnel • Handling and analysis techniques

  14. Outcomes • To inform teacher professional developers to make better decisions regarding the necessary structure and follow-up for RET programs, • will allow for more informed participant selection, and inform the degree to which contextual factors need to be addressed to support inquiry. Other findings of this research promise to inform science teachers as to the efficacy of using inquiry to support student learning of science. The findings promise to enhance teacher learning experiences, teacher knowledge, and the learning experiences of students in their classrooms.

  15. For more Information Please visit http://ret.fsu.edu

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