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

本奖项正在对专业发展（PD）的三种模式进行研究，以测试3-5年级在职教师的实习效果，每组25人。模式1是为期一周的以课堂话语实践为基础的研修和为期两周的实习（队列1）。模型2是为期一周的研究所（队列2）。模式3是“一切照旧”模式（队列3），基于学区提供的正常专业发展。第1组和第2组在第1年进行干预，第2年和第3年各进行4次随访。在第4年，他们不接受PD，但会观察他们是否能坚持所学的实践。队列3在第一年和第二年没有接受任何治疗，但在第三年参加修订版的研究所和实习，并在第四年进行四次随访。劳伦斯科学馆提供专业发展，斯坦福大学的人员正在进行研究。这些老师来自奥克兰联合学区。科学内容是GEMS海洋科学序列。有3个研究问题：1。基于实践的专业发展模式在哪些方面影响科学教学实践？教师参与不同的PD项目对学生成绩有何影响？修改后的PD模型的影响与原模型的影响不同吗？这是一个基于设计的研究模型。教师的数据是基于对教学信念的访谈，以及使用探究科学课堂中的话语工具对他们的实习和课堂表现的录像带进行分析。学生数据是基于GEMS单元的前后测试和加州五年级科学测试。目前正在对4年间8个量表的不同数据组合进行多重分析。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成果和专业发展材料，包括PD实施指南和教学视频。这些将在出版物和会议报告中展示，并发布在劳伦斯科学厅和斯坦福大学卓越教学支持中心的链接网站上。

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.