CSE has received support from the National Science Foundation to organize and host, in collaboration with BSCS, NSRC and CESAME at Northeastern University, an invitational symposium to be held May 17–18, 2006, at the Grand Plaza in Baltimore. A monograph, based on the symposium, will be developed in order to build the country’s knowledge base about science curriculum implementation and dissemination, and to ensure dissemination beyond the symposium participants.
The focus of the symposium will be on Challenging Science Curricula—defining it, developing it, helping educators to evaluate and select it, supporting good use of it through professional development, and examining how to have it reach the greatest number of U.S. students. Symposium participants will also examine the role of curriculum materials in light of increasing accountability challenges, and explore the implications of the collective learnings for future directions of science curriculum development and dissemination.
Presenters and participants will include, but not be limited to, science educators, program evaluators, cognitive scientists, research scientists, curriculum developers, publishers, policy analysts, school administrators, and professional developers.
EDC’s K–12 Science Curriculum Dissemination Center will complete its own work in 2006. The Center has moved from on-site capacity building for curriculum awareness and implementation to the development of Web-based resources and tools. We have just unveiled our latest Web product, Inquiry Science in the Elementary Classroom: A Study Guide. The purpose of this Web guide is to provide information and resources to elementary educators who are interested in learning about the implementation of inquiry science in elementary classrooms. The study guide format provides individuals or groups with a structure for reflection and/or discussion of a variety of resources. In development is Using the History of Science in the Physics Classroom. This Web product contains specific resources and suggestions for how the history of science might be integrated into an introductory physics classroom. Features include annotated lists of links to Web resources on the history of physics, information on using the history of science in teaching, and historical entries that have been created to align both to standards and students’ sense of curiosity and interest.
For more information on the invitational symposium, contact Barbara Brauner Berns (bberns@edc.org).
Young
Scientist Series Introduces Water UnitAlthough the early childhood team from CSE and EDC’s Center for Children and Families (CC&F) finished the development of The Young Scientist Series a year ago, the final unit, Exploring Water with Young Children, was published this fall by Redleaf Press and has received very positive reviews. And now, in its first translation, The Young Naturalist is being published in Chinese by a Chinese publishing company.
For more information on the Young Scientist program, contact Karen Worth (kworth@edc.org).
CSE and the St. Louis Science Center (SLSC) are jointly implementing the NSF-funded Yes-2-Tech ITEST (Information Technology Explorations for Students and Teachers) project for disadvantaged teens enrolled in the science center’s Youth Exploring Science (YES) program. Combining the use of hands-on explorations with simple materials and attractive digital devices, this program seeks to provide encouragement and opportunity to underserved youth to develop fluency in scientific exploration and in information technology in the context of interesting and “real-world” science and design challenges.
The program takes place at the Taylor Community Science Resource Center (TCSRC), a department of the St. Louis Science Center, and at the adjacent Science Corner. During the project, teens explore scientific concepts through inquiry-based experiences (curriculum topics include plant growth, greenhouse design and construction, and weather study) and then teach elementary-aged children in local after-school programs.
CSE is responsible for setting out the content parameters of the project’s curriculum, pacing the implementation of the curriculum, and conducting regular trainings and site visits for teaching staff and teens in St. Louis. Teaching staff in St. Louis maintain a Web-based record of their work with the teens each week, and this record will form the basis of a written curriculum guide that will be produced at the end of the project.
For more information on this project, contact Charlie Hutchison (chutchison@edc.org).
Last July district coaches and lead teachers from Orange and Seminole Counties, Florida took part in a 4-day science and mathematics coaching institute presented by a team from CSE. This was the kick-off event for a series of CSE content coaching sessions sponsored and hosted by the Professional Development and Partnership Academy at the University of Central Florida.
Participants engaged in science and mathematics investigations focusing on the content, standards-based pedagogy and specific content coaching strategies. The series continued with sessions held in October and January. The last session brought school teams together, including building administrators to set goals and create initial mathematics and science program improvement plans.
Orange County is currently in the second year of an MSP grant to improve the elementary ad middle grades’ science and mathematics teaching in selected schools throughout the district. The content coaching series is but one component of the County’s professional development plan along with content courses in mathematics and science and sessions on inquiry-based teaching offered by the University of Central Florida.
For more information on this program, contact Marian Pasquale (mpasquale@edc.org).
CSE is currently involved in support for close to 500 grantees that are currently receiving funding from the National Science Foundation and the U.S. Department of Education.
CSE was selected as the logistical and substantive support organization to help NSF bring together PIs and project leaders from TPC projects in real and virtual communities. This support is intended to offer grantees opportunities to share their knowledge and expertise, as well as discuss their successes and challenges.
CSE organized the 2005 TPC PI Conference: Research, Practice and Policy, June 12–15, 2005, in Washington D.C. One hundred and fifty participants took part in two and one-half days of presentations, discussions, and small-group sessions. Dr. Suzanne Wilson, Michigan State University, a TPC PI, opened the conference with an enlightening presentation, Understanding Teacher Learning: Conceptual, Empirical, and Methodological Challenges. A sampling of other presenters included Dr. Thomas Carroll, president of the National Commission on Teaching and America’s Future; Dr. Virginia Richardson, University of Michigan; and Dr. Deborah Childs-Bowen, president of National Staff Development Council and director of the Institute for Teaching and Student Achievement, Stamford University. A practitioners’ panel provided food for thought on practice to research; states and local school districts were represented by Paula Moeller, state agency; Jerry Valdez, district level; and Ruth Casey, teacher. A provocative panel on policy culminated the conference, with diverse views on research to practice in the policy arena. Facilitated by Gerry Wheeler, executive director of NSTA, panelists included Rene Islas, U.S. Department of Education; Susan Traiman, Business Roundtable; and Kate Walsh, National Council on Teacher Quality. Twelve small sessions and five table talks allowed PIs and project staff to explore specific research and implementation issues in greater depth.
TPC staff now have access to an online Bulletin Board, developed by CSE, which makes it possible to post project resources and news, have asynchronous discussions and real chats, and participate in an electronic mailing list. A public Web site is under development. We have been seeking advice for the Web activities from PIs Jodie Galosy, Michigan State University; Joan Heller, Heller Research Associates; Dean Zollman, Kansas State University; and Robert Ross, Paleontological Research Institute.
Planning is underway for the 2006 TPC PI Conference (May 7–9, 2006, Reston, VA), which will focus on the use of the TPC knowledge base to articulate a vision of teacher quality. The content and format of the conference will again be designed with the TPC advisors, including Scott Dantley, Bowie State University; Rueben Farley, Virginia Commonwealth University; Page Keeley, Maine Mathematics and Science Alliance; Okhee Lee, University of Miami; Barbara Scott Nelson, EDC; Julie Luft, University of Arizona; Susan Jansen Varnum, Temple University; and Stamatis Vokos, Seattle Pacific University.
Working in collaboration with Abt Associates Inc., another research and development organization, CSE is organizing regional conferences for state project coordinators and an estimated 350 grantees across the country. The 2006 conferences will focus on issues related to MSP implementation and evaluation. Conferences will take place on February 16–17 in Orlando, FL; March 13–14 in Seattle, WA; and March 30–31 in Boston, MA. CSE is also involved with the annual meetings for MSP state project coordinators.
For more information on the aforementioned projects, contact Barbara Brauner Berns (bberns@edc.org).
Insights K–6 Introduces New Sound and Weather
Modules In 2003, the 2nd editions of the 17 Insights modules were published by Kendall/Hunt Publishing Co. While maintaining the basic science content, the 2nd editions responded to the need to include more support to teachers in balancing children’s direct experience with materials and phenomena with writing, reading, and the use of mathematics and technology. Since the completion of the 2nd editions, CSE has been responding to another request: to develop additional modules for each of the four levels. Music to My Ears was the first to be completed for students at the sixth-grade level and is currently available as is The Weather for grades K/1. Nearing publication are Sun, Earth, and Moon for grades 4/5 and Rocks, Minerals, and Soil for grades 2/3.
For more information on the new modules, contact Karen Worth (kworth@edc.org).
CSE is excited to announce
a number of new projects awarded to our research and evaluation group within
the past few months. Here is a brief description of our four new research
projects.
The Inquiry Science Instruction Observation Protocol (ISIOP) Development
Project, funded through NSF’s Evaluation Capacity Building
program on advancing the state-of-the-art in evaluation, is a three-year
project that will develop and rigorously test an observation protocol (Inquiry
Science Instruction Observation Protocol—ISIOP) that will assist evaluators
in determining the nature of and extent to which elements of inquiry science
instruction are present in middle-grades classroom teaching. The protocol
will rely on work from two other projects at CSE, Inquiry Synthesis (update
below), and the Middle-Grades Science Mentoring Program, in addition to
existing instruments from other researchers. The project goals are to (1)
develop a middle-grades science classroom observational protocol based on
a conceptual framework of inquiry science instruction from previous research
and theoretical writings, (2) rigorously test the reliability and validity
of the protocol, (3) assess the usability of the protocol by evaluators
of science education programs, and (4) disseminate the protocol, reliability
and validity trial results, and directions for use through professional
evaluator networks.
CSE joins colleagues at TERC on Lesson Study for Successful Science Teaching: Creating Science-Specific Accommodations for Students with Learning Disabilities—a three-year research project to study the extent to which middle school science and special educators engaged in lesson study (LS) increase their knowledge of science content and learning disabilities, and apply new knowledge to improve teaching practice in inclusive science classrooms. The research will focus on the development of teacher knowledge about science and accommodations during the LS intervention; changes in classroom practice correlated with changes in teacher knowledge; and student participation and achievement correlated with improved classroom practice. CSE’s role in this project primarily will be as consulting research methodologists.
The Boston Science Partnership is a five-year, $12.5M Math and Science Partnership project funded by NSF, involving the Boston Public Schools, the University of Massachusetts/Boston, and Northeastern University as the principal partners. This initiative is designed to improve science teaching and learning in Boston’s middle and high schools, improve university-level teaching by STEM faculty, and ensure the university partners’ continued support for and faculty involvement in science education. CSE is conducting the research component of this project, which focuses on how and why the project’s activities and the environments in which they have taken place ultimately affect teachers’ instruction, and identifies the institutional capacities and barriers to sustaining changes and partnerships that have been made as a result of their involvement in this work.
The three-year NSF-funded research project—Low Science and Math Teacher Retention: Causes, Consequences, and How Some Urban Middle and High Schools Are Making Progress—is examining teacher retention, particularly of science and mathematics teachers within the Boston Public Schools, by addressing these research questions: (1) What are the hard and soft costs to schools and to the district of having teachers come and go? (2) What explains why some teachers continue to work in a school while other teachers move on? and (3) What can the district and BPS do to reduce teacher turnover? CSE researchers will gather cost data at the district level; we will work with a small number of BPS middle and high schools where we will conduct interviews with teachers, principals, and other school personnel; and we will gather data through surveys and informal visits to a variety of school events. The data we collect will result in a model of the cost of teacher turnover and an understanding of district and school policies and practices that have enabled schools to succeed at retaining their science and math workforce.
In addition to these new research endeavors, we have also received three new evaluation contracts with colleagues at Boston College, Harvard University, and the University of Southern Maine. Below is a brief description of each of these professional development projects and CSE’s role in them.
CSE is directing the external formative and summative evaluation activities for Harvard University’s Learning to RECAST Students’ Causal Assumptions in Science Through Interactive Multimedia Professional Development Tools project. This five-year project will develop tools for teachers to enable them to assist their students in learning the nature of causality underlying scientific concepts. CSE’s role will be to monitor the project’s progress on materials and technology development as well as to determine the impact of the tools on teacher practice.
CSE is directing the summative evaluation of Boston College Urban Ecology Institute’s Urban Ecology, Information Technology, and Inquiry Science for Students and Teachers project. This three-year project will significantly improve their existing program by partnering with science educators who specialize in technology integration and school-university partnerships, counseling psychologists who specialize in career development, scientists who are experts in urban ecology, and Boston Public School teachers who understand teaching and learning in urban settings. This partnership will enable the Urban Institute to significantly expand and improve the field studies program by providing inner city students and their teachers opportunities to engage in real-world scientific data collection and analysis while using the same technological tools that are used by practicing scientists; develop, evaluate, and disseminate an information technology component for the new and effective field-based urban ecology modules in 7th–12th grade classrooms of the Boston Public Schools; and increase teacher use of IT and field-based science teaching through ongoing, sustained, and intensive professional development for science teachers emphasizing the use and role that information technologies play in scientific investigations.
Finally, CSE is conducting the formative and summative evaluation of the Maine ScienceCorps, a project of the biosciences community at the University of Southern Maine and the Education Division of the Foundation for Blood Research, which works with university professors, teaching fellows, and over 30 teachers across the state. Teachers and researchers bring authentic lab experiences aligned with Maine’s science standards—involving nucleic acids, proteins, microbes, viruses, human disease, and immune responses—to over 2,500 students. The evaluation uses interviews, focus groups, and Web surveys to document and describe the impact of the project on the participating fellows and on the University of Southern Maine, where this initiative is intended to be institutionalized.
We have also been working diligently to complete one of our founding research projects—Has Inquiry Made a Difference? A Synthesis of Research on the Impact of Inquiry Science on Student Outcomes. We are in the last phase of this work—completing the analysis and disseminating the results, which will take place in the early summer of this year.
For more information on any
of the research and evaluation projects, contact either
Daphne Minner (dminner@edc.org) or
Abigail Jurist Levy (alevy@edc.org).
The staff of the NSF-funded Video Resources for In-Depth Investigations of Pond Organisms project reports that the project is now in its final phase. The CD-Roms and the guides for their use are now being put in their final form by Neo-Sci Corp., which will be producing them. In addition, two companion curriculum pieces provide guidance for grade 1–2 teachers and grades 5–7 teachers for extended investigations of living pond organisms.
The guide for the earlier grades focuses on organisms such as fish, tadpoles, crayfish, and snails. The guide for grades 5–7 focuses on organisms such as daphnia, beetles, worms, and various kinds of dragonfly larvae. Each of these investigations is meant to extend over the whole school year, with focused activities in the fall and spring, and occasional sessions during the winter. This type of extended investigation can be used to address multiple life science standards.
For more information on this program, contact Bernie Zubrowski (bzubrowski@edc.org).
The past six months have seen much interaction with USP districts on the topic of high school reform in mathematics and science. CSE staff Marian Grogan and Joe Flynn hosted a meeting of a small group of USP district representatives at the April 2005 NSTA National Conference in Dallas, at which many of the high-school-level challenges facing the USP districts were raised, including (1) the (unintended) impact of the “small schools” initiative on the breadth of science courses that high schools could offer to students, (2) high-stakes testing driving the content and sequence of high school science courses, and (3) student assessment and teacher accountability.
The NSTA gathering was followed in May and June by meetings in Washington, D.C., to address these and other topics around high school math and science with which USP districts are grappling as they near the end of their NSF grants.
In late August, Joe Flynn, Jud Hill, and Jeff Winokur headed out to western Massachusetts to do workshops for the Springfield USP. Their topics were “Science and Literacy” at the elementary level, and “Analyzing Physics Investigations” for high school teachers.
During the fall of 2005, Marian Grogan participated in what was probably the last gathering of the USP districts, in Washington, D.C., as the systemic initiative programs, funded by NSF since 1991, comes to an end. In spite of the winding down of the programs, however, CSE’s work with USP districts will continue through this academic year.
An e-conference in January 2006 was a new venture for CSE and most USP participants. We gathered a selection of USP project directors at various locations around the country, via Web camera and e-conference software, to discuss the state of professional development in high school math and science in the post-USP era.
We have also invited high school professional development providers from USP districts to a face-to-face conference in May 2006 to examine their current work and future potential as professional development providers. This conference will take place at or near EDC.
For more information on this project, contact Marian Grogan (mgrogan@edc.org).
The scientists, teachers, educational psychologists, curriculum writers, professional development experts, and evaluation specialists collaborating on the NSF-funded Foundation Science curriculum project have just completed a busy fourth year. On the curriculum front, CSE staff have written the first physics course, revised last year’s chemistry course, and started writing the Earth science course—all with the guidance of our external advisors. Physics 1 was field tested at 20 sites, replete with a resource Web site, teachers’ discussion board, and enhanced evaluation instruments. The Chemistry 1 field test—representing 21 sites across the country—has just begun. We’re pleased to report that 17 of the field test sites from Physics 1 have signed on for the Chemistry 1 field test and we value our partnerships with these “veterans.”
Foundation Science is a comprehensive,
articulated high school science program designed to provide an alternative
approach to teaching the four science disciplines: physics, chemistry, biology
and earth science. While maintaining a discipline-based approach, the Foundation
Science courses are geared to the maturing developmental capabilities of
students as they progress from their first high school courses in ninth
grade through their final year of high school.
The professional development
team has recently received funding from NSF to take an innovative and much-needed
approach to supporting teacher content knowledge. Building Foundations augments
our efforts to enhance teachers’ content understanding and pedagogical
content knowledge. Building Foundations is designed to assess the curriculum-related
understandings of a cohort of field test teachers. We are now inaugurating
a series of eight “videoshops” where project staff and other
science experts conduct live seminars that deepen teacher knowledge and
address their questions regarding implementation of the course. Data regarding
teacher pre- and post-understandings as well as transcripts of the videoshops
will inform development of a professional development CD-Rom to accompany
the curriculum.
For more information on the Foundation Science program, or if you’re interested in field testing it, contact C. Jud Hill (chill@edc.org).
Learn more about our staff at http://cse.edc.org/staff/
CSE, a division of Education Development Center, Inc., is focused on improving and supporting science education, from preschool through grade 12. CSE assists school districts, state agencies, and higher education institutions through the development and implementation of standards-based curriculum materials, high-quality professional development and technical support, and comprehensive research and evaluation studies.
For more information on our projects or staff, visit http://cse.edc.org/
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