Collaborative Research: Researching The Efficacy Of The Science And Literacy Academy Model

该奖项对三种专业发展模式(PD)进行了研究，以测试针对3-5年级在职教师的实习的有效性，这些实习分为三组，每组25人。模式1是一个为期一周的学院，以课堂话语练习和为期两周的练习为基础(队列1)。模式2是为期一周的研究所(队列2)。模式3是基于学区提供的正常专业发展的“一切照常”模式(队列3)。队列1和2在第一年经历干预，在第二年和第三年每年进行四次后续会议。在第四年，他们没有接受PD，但正在接受观察，看看他们是否坚持所学的做法。第三组在第一年和第二年没有接受任何治疗，但在第三年参加了研究所的修订版，并在第四年参加了四次后续会议。劳伦斯科学堂提供专业发展，斯坦福大学的工作人员正在进行研究。这些老师来自奥克兰联合学区。科学内容是GEM海洋科学系列。有三个研究问题：1.基于实践的专业发展模式对科学教学实践有什么影响？2.教师参与不同的PD项目对学生结果有什么影响？3.修订后的PD模型的影响与原始模型的影响是否不同？这是一种基于设计的研究模式。教师数据是基于对教学信念的采访，以及使用探究科学课堂话语工具对他们的实践和课堂表现的录像带进行分析的基础上的。学生数据基于GEMS单元前测和后测以及加州五年级科学测试。目前正在使用4年内8个规模的不同数据组合进行多项分析。将有75名教师和他们的学生直接受到该项目的影响。该项目的其他影响是研究结果和专业发展材料，包括PD实施指南和教学视频。这些将以出版物和会议报告的形式发表，并在劳伦斯科学馆和斯坦福大学卓越教学支持中心的链接网站上公布。

This award is doing a research study of three models of professional development (PD) to test the efficacy of a practicum for grade 3-5 in-service teachers organized in three cohorts of 25. Model 1 is a one-week institute based on classroom discourse practices and a 2-week practicum (cohort 1). Model 2 is the one-week institute (cohort 2). Model 3 is a "business as usual" model (cohort 3) based on normal professional development provided by the school district. Cohorts 1 and 2 experience the interventions in year 1 with four follow-up sessions in each of years 2 and 3. In year 4 they receive no PD, but are being observed to see if they sustain the practices learned. Cohort 3 receives no treatment in years 1 and 2, but participates in a revised version of the institute plus practicum in year 3 with four follow up sessions in year 4. The Lawrence Hall of Science provides the professional development, and Stanford University personnel are conducting the research. The teachers come from the Oakland Unified School District. Science content is the GEMS Ocean Sciences Sequence.There are 3 research questions;1. In what ways do practicum-based professional development models influence science instructional practice?2. What differences in student outcomes are associated with teachers' participation in the different PD programs?3. Is the impact of the revised PD model different from the impact of the original model? This is a designed-based research model. Teacher data is based on interviews on beliefs about teaching and the analysis of video tapes of their practicum and classroom performance using the Discourse in Inquiry Science Classrooms instrument. Student data is based on the GEMS unit pre- and post-tests and the California Science Test for 5th graders. Multiple analyses are being conducted using different combinations of the data from 8 scales across 4 years. There will be 75 teachers and their students directly impacted by the project. Additional impacts of the project are research results and professional development materials, including a PD implementation guide and instructional videos. These will be presented in publications and conference presentations and be posted on linked websites at the Lawrence Hall of Science and the Center to Support Excellence in Teaching at Stanford University.