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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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Classroom Connectivity in Promoting Mathematics and Science Achievement

Stephen Pape, Ohio State University
Douglas T. Owens, Ohio State University
Karen Irving, Ohio State University
Louis Abrahamson, Better Education Foundation

Abstract: This project is an interdisciplinary effort focused on teaching and learning of mathematics and science at the 7th-10th grade level, a critical juncture in young people's education. Products of this research will aid in mathematics and science conceptual development by improving classroom discourse, self-regulated learning, class discussion, and formative assessment to expose and correct student alternative understandings. The main focus of the study is to examine the impact of professional development and connected classroom technology with interactive pedagogy on mathematics and science achievement. The mathematics focus is algebra 1 and the science component targets introductory physical science. The study draws teachers from across the nation.

The intervention consists of six parts: 1) provision of connected classroom technology; 2) professional development in a weeklong Summer Institute; 3) teacher growth in expertise learning in their classrooms; 4) web-based training available as needed; 5) an online discussion forum for the teacher community to exchange experiences, problems, and curricular materials; 6) follow-up professional development at the annual Teachers Teaching with Technology Conference.

The research design for this study is a randomized cross-over trial where the control group is exposed to the intervention sequentially. This research design combines the advantage of both a true experimental design with the randomized trial during the first year followed by control group teachers receiving treatment during the second year and serving as their own control. We propose a mixed method approach using quantitative data for statistical analysis as well as qualitative data from selected sites for in-depth analysis.