Science Education Institutions Research Articles

Teaching and learning mathematics with Math Fair, Lesson Study and Classroom Mentorship

IntroductionInitially encouraged by the findings of the Third International Mathematics and Science Study (Institute of Education Sciences, 1995), we started our first Lesson Study. We sought and acquired external funding. We invited mathematicians from the Pacific Institute for the Mathematical Sciences (PIMS) to join our efforts. We extended an invitation to teachers from the schools in which Galileo professional developers were working. Monthly sessions with teachers, mathematicians, mathematics educators and researchers all focused on improving mathematics learning and teaching were followed by job-embedded professional development for teachers. We worked with teachers in the context of their own classrooms providing them with support by teaching alongside them, videotaping their instruction for later examination and discussion and providing them timely, effective feedback on their instruction.Initially, we began with only the findings from Institute of Education Sciences (1995), knowing that something needed to change in order to bring about the stronger mathematical reasoning. Through personal communications in 1999 with James Hiebert, researcher from Institute of Education Sciences (1995) videotape study, we were encouraged to contact Clea Fernandez who was forming a Lesson Study group in the United States. While we built on many of the ideas and approaches from Fernandez and Yoshida (2004), we also modified our approach to Lesson Study to adapt to the needs of our teachers. Like Fernandez and Yoshida, teachers met to collaboratively plan lessons; however, knowing that the majority of our teachers did not have enough mathematical knowledge for teaching we always included at least one, and frequently more than one, PhD mathematician, mathematics educators and researchers in our endeavours to ensure our planning was rooted deeply in the discipline of mathematics. Although our funding allowed us to provide teachers with monies with release time to meet during class hours, we were unable to also fund teachers to obtain teaching release time to observe lessons being taught. That said, we were able to provide teachers with a combination of mathematicians, mathematics educators and/or professional developers to work alongside them in their own classrooms as they tried out new instructional strategies. To provide teachers the opportunity to learn from other teacher's lessons we videotaped the teachers. Videotapes were viewed and discussed during a portion of our group meetings.Our Lesson Study has never been devoted entirely to lesson planning. We always split our time between planning and learning mathematics for teaching as many teachers in Alberta (and Canada) lack sufficient background and understanding of mathematics (Friesen, 2005). In this way, the teachers in Alberta are not unlike many teachers in the United States.In Liping Ma's (1999) groundbreaking study she identified a discrepancy in the mathematical knowledge between teachers in the US and China. Teachers from China have less education than their U.S. counterparts, yet they have a better understanding of mathematics for teaching. Unsurprisingly, the quality of mathematics teaching was dependent on the teachers' mathematical understanding. Ma called for a more connected longitudinal concept development form of teaching mathematics.Ball et al, (2005) observed that of mathematical understanding of many U.S. teachers is dismally thin (p. 14). They argue that rather than more advanced undergraduate mathematics classes, teachers would benefit from knowing more mathematics for teaching. Yes teachers need to know the concepts and procedures they teach: fractions, functions, factoring, symmetry, etc. But to extend this knowledge into their classrooms, teachers need a different type of mathematical knowledge for teaching for planning, implementing, evaluating, and assessing student work. Beyond recognizing student errors, teachers need to be able to pin point the misconception that resulted in the misunderstanding. …

Determination of the Problems of Graduate Students According to Students’ Viewpoints

The aim of this study is to find out the problems encountered during the process of graduate education according to the viewpoints of graduate students in the Institute of Education Sciences, Gazi University and come up with solutions to those problems. The study group of the study is 87 graduate students in different disciplines of the Institute. The quantitative data are obtained by the 28-item survey. The qualitative data, on the other hand, are obtained via the interviews. According to the findings of the study, there are problems related to the issues such as the content of courses and the functionality of programs.

Relevance to Practice as a Criterion for Rigor

The authors argue for a reconceptualization of rigor that requires sustained, direct, and systematic documentation of what takes place inside programs to document how students and teachers change and adapt interventions in interactions with each other in relation to their dynamic local contexts. Building on promising new programs at the Institute of Education Sciences, they call for the formulation of collaborative research standards that must require researchers to provide evidence that they have engaged in a process to surface and negotiate the focus of their joint work, and to document the ways participation in this process was structured to include district and school leaders, teachers, parents, community stakeholders, and, wherever possible, children and youth. They close by describing how this new criterion—“relevance to practice”—can ensure the longevity and efficacy of educational research.

El uso de las redes sociales en el marco del Espacio Europeo de Educación Superior

This paper describes the experience of three novice lecturers and a mentor lecturer, after their participation in the project Beginner Teacher Training organized by the Institute of Education Sciences (ICE) at the University of Seville during the academic year 2011-2012. The incorporation of social networks to the university teaching methodology and an intensive use of the WebCT virtual platform were proposed as two of the activities to be developed. Our objective in this article is to determine if there is an improvement in the student results when new technologies that require active student participation are incorporated as the basis of the teaching methodology. To this end, a field experiment is carried out by using the results of three different subjects for the academic course 2011-2012: Introduction to Finance (first year), Derivatives Financial Markets (third year), both belong to the degree in Finance and Accounting, and Corporate Finance (fourth year) of the degree in Business Administration and Management. With this analysis we aim to: (a) contribute to a better understanding when implementing new technologies into the teaching methodology, and (b) verify to what extent a student's active participation can predict a good mark in the exam. By using descriptive statistics and logistic regression analysis, the results show a marked improvement in the academic performance of those students whose participation is more active in the pursuit of the subject.

Peer review for social accountability of health sciences education: a model from South Africa.

The Collaboration for Health Equity in Education and Research (CHEER) is unique in the composition of its members who represent all the Faculties of Health Sciences in South Africa. Over the past 10 years, CHEER has conducted 18 peer reviews involving all the institutions. In August 2012, CHEER embarked on its pilot peer review on Social Accountability in Health Sciences in South Africa. This paper shares the lessons learned and insights from the pilot process. A descriptive study design, using qualitative methods, which focused primarily on semi-structured interviews and focus group discussions, supplemented with supporting documentation, was employed. The protocol was developed by CHEER members and ethics approval was obtained. Arising from our pilot peer review, reviewers identified several key components of the review process that should be noted for future reviews on social accountability. These relate to: (a) The composition of the review team; (b) the review process; (c) data collection and analysis; and (d) the reporting process. Peer review is a useful way of building consensus and a common set of values that become more explicit through the process. We found that six criteria, namely, values, reference population, partnerships, student profile, graduate outcomes and impact, provide the basis for establishing standards for reflecting social accountability. The peer review is a process of institutional self-review supported by 'a panel of critical friends' and is useful when considered as part of the process of preparation for the formal accreditation review at Health Sciences educational institutions.

관찰·추천제에 의한 수학영재 선발 시 사용되는 교사추천서와 자기소개서 평가에 대한 다변량 일반화가능도 이론의 활용

This study provides an illustrative example of using the multivariate generalizability theory. Specifically, it investigates relative effects of each error source, and finds optimal measurement conditions for the number of items within each content domain that maximizes the reliability-like coefficients, such as a generalizability coefficient and an index of dependability. The method is based on teacher recommendation letters and self-introduction letters, using an analytic scoring method in the context of selection of mathematically gifted students by observation and nomination. This study analyzed data from the 2011 academic year in the science education institute for the gifted, which is attached to the university located in the Seoul metropolitan area. It should be noted that the optimal scoring structures of this study are not generalizable to other selection instruments. However, the methodology applied in this study can be utilized to find optimal measurement conditions for the number of raters, the number of content domains, and the number of items in other selection instruments self-developed by many institutions including: the education institutes for the gifted at provincial offices of education, gifted classes, and the science education institutes for the gifted attached to universities in general. In addition, the methodology will provide bases for making informed decisions in selection instruments of the gifted based on measurement traits.

From Planning to Implementation: An Examination of Changes in the Research Design, Sample Size, and Precision of Group Randomized Trials Launched by the Institute of Education Sciences

This article examines changes in the research design, sample size, and precision between the planning phase and implementation phase of group randomized trials (GRTs) funded by the Institute of Education Sciences. Thirty-eight GRTs funded between 2002 and 2006 were examined. Three studies revealed changes in the experimental design. Ten studies showed decreases in the total number of groups randomized, whereas 18 studies showed increases. In five cases, the decreases in the number of groups randomized were large enough to decrease the precision of the study. However, in the majority of the studies, the precision was relatively unchanged from planning phase to implementation phase. The consistency in the precision between the planning phase and implementation phase highlights the importance of planning adequately powered studies.

Entering the Digital Literacy Era: Considerations for Digital Texts in Intervention

School-based speech-language pathologists (SLPs) play a critical role in the development of students' literacy skills. As schools begin to include more digital texts, and eventually use digital texts exclusively, SLPs must consider the distinctive features of digital texts and how to strategically incorporate them within intervention sessions as well consultation and collaborative teaching sessions. In this article, I focus on providing in-depth background information for digital literacy in relation to a presentation I did for the American Speech-Language Hearing Association's (ASHA's) online Adolescent Language and Literacy conference in March of 2013.

Successful Professional Learning for Informal Educators: What Is It and How Do We Get There?

This investigation seeks to understand what constitutes successful professional learning for informal educators, and thus contributes to the research base needed for developing a professional infrastructure for the informal education field. This study draws on summative evaluation research for the national field trial of a professional learning (PL) program intentionally designed for informal educators. Seventeen informal educators from ten informal science education institutions share their experiences implementing the program with their colleagues, and reflect upon the extent to which they believe the program was successful. Interview data reveal there are four changes in educators' practice that can be used to indicate success of the PL program, and several key supports that help ensure success. Findings from this investigation offer insights for developing the practice and profession of informal educators, specifically, and for advancing the field, in general.

Successful Professional Learning for Informal Educators: What Is It and How Do We Get There?

This investigation seeks to understand what constitutes successful professional learning for informal educators, and thus contributes to the research base needed for developing a professional infrastructure for the informal education field. This study draws on summative evaluation research for the national field trial of a professional learning (PL) program intentionally designed for informal educators. Seventeen informal educators from ten informal science education institutions share their experiences implementing the program with their colleagues, and reflect upon the extent to which they believe the program was successful. Interview data reveal there are four changes in educators' practice that can be used to indicate success of the PL program, and several key supports that help ensure success. Findings from this investigation offer insights for developing the practice and profession of informal educators, specifically, and for advancing the field, in general.

Turning Visitors into Citizens: Using Social Science for Civic Engagement in Informal Science Education Centers

How can museums and other informal learning institutions cultivate greater civic engagement among the visiting public around important social issues? This case study of the National Network of Ocean and Climate Change Interpreters' (NNOCCI) professional learning community illustrates how insights from the social sciences can be productively integrated into existing museum interpretation practice. NNOCCI partnered with social scientists at the FrameWorks Institute to strengthen interpreters' capacity to improve museum climate literacy efforts through Strategic Frame Analysis™, an approach to communications research and practice that identifies how the public's deeply held worldviews impact civic participation. Key insights from FrameWorks' original research on the topics of climate change and oceans formed the content of training curriculum. Based on feedback from pilot participants, an interactive pedagogy suited to the museum education context was developed and expanded to reach 150 informal science education institutions through 2015.

Detecting Intervention Effects Across Context: An Examination of the Precision of Cluster Randomized Trials

The Institute of Education Sciences has funded more than 100 experiments to evaluate educational interventions in an effort to generate scientific evidence of program effectiveness on which to base education policy and practice. In general, these studies are designed with the goal of having adequate statistical power to detect the average treatment effect. However, the average treatment effect may be less informative if the treatment effects vary substantially from site to site or if the intervention effects differ across context or subpopulations. This article considers the precision of studies to detect different types of treatment effect heterogeneity. Calculations are demonstrated using a set of Institute of Education Sciences funded cluster randomized trials. Strategies for planning future studies with adequate precision for estimating treatment effect heterogeneity are discussed.

Does Access Matter? Time in General Education and Achievement for Students With Disabilities

This study examined the relationship between hours in general education and achievement in reading and mathematics for students with disabilities. The study population included more than 1,300 students between the ages of 6 and 9 years old within 180 school districts. Hierarchical linear modeling (HLM) was utilized with the Pre-Elementary Education Longitudinal Study (PEELS) data set (Institute of Education Sciences). The relationship between hours in general education and achievement in reading and mathematics was explored while accounting for student- and district-level factors. Results suggest a strong positive relationship between the number of hours students spent in general education and achievement in mathematics and reading. Implications for policy and practice in special education are presented and discussed.

Are we socially accountable educators?

Social accountability has been described as being made up of good governance, empowerment of people for improved delivery to the poor. THEnet evlauation framework offers an instrument by which to measure this social accounatbility for health science education institutions. There is little which speaks to the individual practitioner or educator. Transformational teaching and learning demands that we teach for development. A good way is for us to reflect on how we work, what we do and what difference we make.

Letter from the Editorial Board

Letter from the Editorial Board Dede Addy As a nation, we continue to hold fast to a collective belief in education as one of the primary avenues to a more democratic and prosperous future. However, there are too many people struggling to get ahead and stay ahead, especially in the midst of a faltering economy. For over a decade, politicians and presidents have professed a renewed desire to turn around failing schools. The latest legislation calls us to "leave no child behind" and to "race to the top" of educational rankings worldwide; nevertheless, these nationwide policies have yet to ease our educational woes. Opportunity gaps persist between more privileged students and those who have historically been underserved, particularly low-income students and students of color. Two-thirds of eighth-graders cannot read at levels deemed proficient (National Center for Education Statistics, 2011), for example, and students in most industrialized nations outperform U.S. students in math, science, and reading (Organization for Economic Cooperation and Development, 2010). It is easy to lose hope in light of these circumstances, particularly for educators who work tirelessly with students every day. Despite the difficulties, educational reform movements continue. Some small-scale reform efforts include The Eagle Rock School, a residential high school in Colorado that provides tuition-free education to students who have otherwise given up on graduating from traditional schools. Public schools like Gregorio Luperón High School in New York City adopt additive approaches to bilingualism and biculturalism, drawing on the cultural assets of its students (Michael, Andrade, & Bartlett, 2007). Non-profit organizations like Student U in Durham, North Carolina, are aimed at increasing college access for lower-income middle and high school students. Academic and activist Jeff Duncan-Andrade aims to scale up his program of support, called Roses in Concrete, through "looping" and community involvement to create a sustainable model for urban education (see Duncan-Andrade, 2009). Similarly, Geoffrey Canada's Harlem Children's Zone offers a model for community-based education with wrap-around services such as health care and family support. Many of these local efforts offer potential models for other educational programs around the nation. At The High School Journal, we welcome empirical studies and theoretical scholarship that examines new and continuing reform efforts. Changes in curriculum and new schooling models offer many possibilities for research. In particular, are there public school projects in which hope is instantiated in the daily work of students and teachers? What does hope in public schools look like, and how is it sustained amidst continued opportunity gaps and other problems facing students and teachers in U.S. schools? In what ways are high schools adapting to funding gaps due to sequestration and tight budgets? We know that there is a politics and rhetoric of problems that drench them in accusation and despair. We also know that there are real problems and real people working creatively and compassionately to bring vibrant learning experiences to students and to open their lives to possibility. We want to hear from them. Such research [End Page 265] might help us all maintain a sense of the critical hope (West, 2008) needed in order to continue our collective struggle for justice and equity. References Duncan-Andrade, J. M. R. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79, 181-194. Google Scholar Michael, A., Andrade, N., & Bartlett, L. (2007). Finding "success" in a bilingual high school. Urban Review, 39, 167-189. Google Scholar National Center for Education Statistics (2011). The nation's report card: Reading 2011. Institute of Education Sciences, U.S. Department of Education, Washington, DC. Google Scholar Organization for Economic Cooperation and Development (2010). Programme for international student assessment 2009 results: Executive summary. Paris, France: OECD Publishing. Google Scholar West, C. (2008). Hope on a tightrope. New York, NY: Smiley Books. [End Page 266] Google Scholar Copyright © 2013 The University of North Carolina Press

Intervention program improves literacy skills for students with severe developmental disabilities

Browder, D., Ahlgrim-Delzell, L., Flowers, C., & Baker, J. (2012). An evaluation of a multicomponent early literacy program for students with severe developmental disabilities. Remedial and Special Education, 33, 237–246. Source of funding and disclosure of interest: The authors declared that Browder and Ahlgrim-Delzell authored the ELSB. The study was supported by a grant from the U.S. Department of Education, Institute of Educational Sciences; the original authors of this research report no conflicts of interest.

Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans

AbstractThis study explored a group of elementary teachers' (n = 35) learning to construct high-quality lesson plans that foster student understanding of fundamental mathematical ideas. The conceptual framework for this study was gleaned from the recently released Institute of Education Sciences (IES) recommendations, including (a) interweaving worked examples and practice problems, (b) connecting concrete and abstract representations, and (c) asking deep questions to elicit student self-explanations. Comparisons between teachers' pre- and postsurveys, and among teachers' initial, revised, and end-of-course lesson plans, indicated teachers' growth in using worked examples, representations, and deep questions during their lesson planning. Issues related to teachers' learning as they constructed lesson plans that aligned with the IES recommendations were also revealed.

Introducing Future Teachers to Science Beyond the Classroom

Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations—they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers’ science knowledge. Although there is extensive literature related to teacher/museum interactions within the context of the school field trip, there is limited research that examines other ways that such institutions might support classroom teachers. A growing number of studies, however, examine how incorporating such ideas of connections of ISEIs to pre-service teacher education might improve teacher perceptions and awareness. Pre-service elementary teachers enrolled in a science methods class participated in a semester-long assignment which required participation in their choice of activities and events (workshops, field trips, family day activities) conducted at local ISEIs. Students generally saw this embedded assignment as beneficial, despite the additional out-of-class time required for completion. Comparison of pre-/post-class responses suggested that teachers shifted their perceptions of ISEIs as first and foremost as places for field trips or hands-on experiences, to institutions that can help teachers with classroom science instruction. Although basic awareness of the existence of such opportunities was frequently cited, teachers also recognized these sites as places that could enhance their teaching, either by providing materials/resources for the classroom or by helping them learn (content and pedagogy) as teachers. Implications for practice, including the role of ISEIs in teacher preparation and indication, are also discussed.

Evaluating the Developmental Stages of Digital Educational Programs: Challenges and Opportunities

The US Institute of Education Sciences (IES) currently provides a progressive series of education research grants that can support the development of innovative and creative educational programs, starting with exploratory grants, and progressing through developmental grants, efficacy trials, and finally, effectiveness studies. The IES further requires an evaluation component for each of these program developmental stages. In this article, the authors report on their experiences as evaluators of the developmental stage of a digital educational program called Scholar. Their reflections concentrate on what might be uniquely relevant to digital educational programs and to programs at the IES developmental stage. The key issues discussed include: (a) the challenge of assessing implementation fidelity and variability for a developmental project; (b) the challenge of assessing the program's reach to diverse program participants, especially those least well served in a given context; and (c) the challenges of securing sufficient and relevant implementation data, and of addressing pressures for gathering preliminary efficacy data. Interwoven through these discussions are snapshots of selected program participants' voices describing their own program experiences and views. The article concludes with the authors' reflections and commentary on future directions for evaluating comparable digital educational programs at the IES developmental stage.

Editor's Comment: How Will President Obama Handle Historically Black Colleges and Universities?

Today, 103 historically Black colleges and universities (HBCUs) educate 135,722 male and 238,685 female students across the United States according to the most recent data from the Integrated Postsecondary Education Data System (Institute of Education Sciences & National Center for Education Statistics, 2012). Historically, HBCUs have played a vital role in enhancing the provision of educational opportunities for traditionally underrepresented groups. Since the 1830s, they have been instrumental in preparing Black people to make significant contributions to the economic, intellectual, and cultural landscape of the nation. Today, research has demonstrated that HBCUs graduates enjoy greater financial success in their careers (Price, Spriggs, & Swinton, 2011), and U.S. rankings consistently show that HBCUs are among the top producers of students who persist through graduate and professional school (Fletcher, 2013). My own research indicated that HBCUs are clearly superior to predominately White institutions (PWIs) in promoting positive student-faculty relationships and students' sense of belonging among science, technology, engineering, and mathematics majors (Toldson & Esters, 2012). Notwithstanding, many HBCUs have suffered financially due to declining enrollment, the economic recession and other fiscal challenges. Federal investment in HBCUs is critical for them to realize their respective missions, achieve long-term financial stability, and develop programs, policies, and practices that promote recruitment, retention, and graduation among the Black students they so diligently serve.First-Term AccomplishmentsOn February 26, 2010, President Barack Obama signed an executive order to continue the White House Initiative on Historically Black Colleges and Universities (Jawando, 2010). Later that year, in September, President Obama affirmed the role that HBCUs must play to help him to achieve his goal of having the United States lead the world among college graduates by 2020 (Sabochik, 2010). He also reiterated his commitment to HBCUs by announcing his plans to increase spending on HBCUs by $850 million over the next 10 years. William Jawando, of the White House Office of Public Engagement, also noted that President Obama's 2011 budget called for an annual increase in spending on Pell Grants; important because 50 percent of HBCU students qualify for Pell Grants (Jawando, 2010). Other federal level accomplishments which will benefit HBCUs include continuing support for TRIO programs and signing an executive order for the White House Initiative on Educational Excellence for African Americans.Second-Term HopesDuring President Obama's second term, federal action will be necessary for HBCUs to strengthen efforts to recruit, retain, and graduate larger numbers of students. For recruiting, it will be essential for the White House Initiative on HBCUs to work closely with the new White House Initiative on Educational Excellence for African Americans to bolster efforts to prepare the 8,550,344 Black children currently enrolled in kindergarten through 12th grade in the U.S. (Institute of Education Sciences & National Center for Education Statistics, 2012).From a policy standpoint, the federal government needs to address a the fiduciary responsibility of the state to provide public secondary educational options that meet the basic academic requirements of the same state's institutions of higher education, including public HBCUs. Coordinated efforts between the two White House initiatives could also address the growing trend of guidance counselors at predominately Black high schools advising qualified students to community colleges, and neglecting HBCUs.From a funding perspective, money allocated to HBCUs should be tied to deliverables that foster greater college persistence among Black students. Specifically, through budget allocations to the National Science Foundation and the National Institutes of Health, competitive awards should be expanded for HBCU faculty members who actively engage in research with students. …