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IES Grant

Title: Comparing the Efficacy of Three Approaches to Improving Teaching Quality in Science Education: Curriculum Implementation, Design, and Adaptation
Center: NCER Year: 2005
Principal Investigator: Penuel, William R. Awardee: SRI International
Program: Teaching, Teachers, and the Education Workforce      [Program Details]
Award Period: 4 years Award Amount: $1,864,415
Type: Efficacy and Replication Award Number: R305M050226
Description:

Purpose: In this study, the researchers proposed to test the efficacy of three competing approaches to improving teaching in middle school science education. The first would be providing teachers with high-quality curriculum units and with professional development and follow-up. The second would be to provide teachers with training in how to develop high-quality curriculum units aligned to local standards and time to develop these units, along with follow-up mentoring. The third approach would be providing training to adapt a curriculum to align with local standards. At the end of this project, the researchers aimed to have evidence of the efficacy of the three approaches.

Structured Abstract

THE FOLLOWING CONTENT DESCRIBES THE PROJECT AT THE TIME OF FUNDING

Setting: Teachers in 12 middle schools from Duval County Public Schools (Jacksonville, Florida) will participate in the study.

Sample: The sample will include at least 1,000 students in grades 6, 7, and 8, approximately half of whom will be low-income, minority students.

Intervention/Measure/Factor(s): Two widely implemented earth science programs with preliminary evidence of effectiveness, designed to enhance teacher quality will be used: Investigating Earth Systems (administered by the American Geological Institute (AGI)), and Earth Science by Design, administered by the Technical Education Research Center (TERC)). Both programs use a 2-week summer institute to train teachers. AGI has five follow-up training sessions throughout the academic year, whereas TERC has on-line mentoring throughout the school year and follow-up conferences. TERC and AGI will collaborate to construct the third experimental condition, an approach to curriculum design promoted in Earth Science by Design, to train teachers how to adapt the high-quality AGI-developed materials for alignment to local standards.

Research Design and Methods: Schools and teachers will volunteer to participate in the study. Modest monetary incentives and professional development credits will be provided to teacher participants. The study will have four conditions: the three experimental conditions listed above and a no-treatment control group. Twelve middle schools will be chosen to participate in the study, and four teachers from each school will be involved in the evaluation. Within each school, one science teacher will be assigned to each condition. A total of 48 teachers and their 6th-, 7th-, and 8th-grade students will participate in the study. Fidelity of implementation will be monitored.

Control Condition: The control group will have access to the normal district-provided professional development.

Key Measures: Teacher measures will include classroom observations, concept maps to analyze teachers' understanding of the main ideas of earth science, project-developed quality of lessons measures, and standardized student achievement tests will be used.

Data Analytic Strategy: Hierarchical linear modeling (HLM) will be used to study the effects of the different approaches to professional development on teachers and student achievement. The focus will be on changes in instruction and achievement year-to-year and over time, controlling for teacher and student background, and school and classroom context variables.

Products

ERIC Citations: Find available citations in ERIC for this award here.

Select Publications:

Journal articles

Penuel, W.R., and Gallagher, L.P. (2009). Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science. The Journal of the Learning Sciences, 18(4): 461–508.

** This project was submitted to and funded under Teacher Quality: Mathematics and Science Education in FY 2005.


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