Evaluating Science Research Experience For Teachers Programs and Their Effects on Student Interest and Academic Performance: A Preliminary Report of an Ongoing Collaborative Study by Eight Programs
Evaluating Science Research Experience For Teachers Programs and Their Effects on Student Interest and Academic Performance: A Preliminary Report of an Ongoing Collaborative Study by Eight Programs
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评估教师项目的科学研究经验及其对学生兴趣和学业成绩的影响：八个项目正在进行的合作研究的初步报告
DOI：
10.1557/proc-684-gg3.6
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
E. Zounar
中科院分区：
文献类型：
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作者：
J. Dubner;S. Silverstein;N. Carey;Joy A. Frechtling;Tamra Busch;Je;George Ordway;N. Hutchison;Janet R. Lanza;J. Winter;Jon D. Miller;P. Ohme;J. Rayford;Kathryn Sloane Weisbaum;K. Storm;E. Zounar
为教师提供研究经验的正式方案（RET）已经存在了20多年。目前，全国有70多个正式的教师科学工作经验方案。[1]大多数可再生能源技术的基本假设是，这些密集的暑期工作沉浸式体验，加上学年期间的适当后续活动，可以扩大教师的专业技能和网络，从而提高学生的成绩。许多SWEPT已经收集了一些轶事证据，表明他们的计划对教师产生了积极的影响。缺少从所有SWEPT的评估是定量的证据表明，教师参与这些计划影响学生的兴趣和表现在由SWEPT教师教的主题。正如专业评估人员所证明的那样，很难将教师和教学实践在改变学生学术兴趣和表现方面的作用与其他因素（例如，课程、学校行政、学生非随机分配等）。本研究控制了许多这些因素，通过比较学生的兴趣和成绩的SWEPT教师和学生的班级，
Formal programs that provide research experiences for teachers (RET) have been in existence for more than 20 years. Currently there are more than 70 formalized Scientific Work Experiences Programs for Teachers (SWEPTs) nationwide. [1] The underlying assumption of most RETs is that these intensive summer work immersion experiences, coupled with appropriate follow-up activities during the school year, expand teachers’ professional skills and networks, and thereby improve the performance of their students. Many SWEPTs have collected anecdotal evidence indicating their program’s positive impact on teachers. Missing from all SWEPT evaluations is quantitative evidence that teacher participation in these programs affects student interest and performance in the subject taught by the SWEPT teacher. As professional evaluators attest, it is difficult to differentiate the roles of teachers and teaching practices in changing student academic interest and performance from other factors (e.g., curriculum, school administration, non-random assignment of students, etc.). This study controls for many of these factors by comparing interest and achievement of students in classes of SWEPT teachers with students in classes of