Preliminary Results of the Conference on Teacher Research Experiences April 2005 Hosted by the University of Rhode Island Office of Marine Programs Funded

Preliminary ResultsPreliminary Resultsof the Conference on Teacher of the Conference on Teacher

Research Experiences Research Experiences

April 2005 Hosted by the April 2005 Hosted by the University of Rhode University of Rhode

IslandIslandOffice of Marine Office of Marine

ProgramsPrograms

Funded by theFunded by theNational Science National Science

FoundationFoundation

Gail Scowcroft andGail Scowcroft andChristopher KnowltonChristopher KnowltonUniversity of Rhode IslandUniversity of Rhode Island

Conference on Teacher Research Conference on Teacher Research ExperiencesExperiences

• • OverviewOverview

• • Key TRE Project ElementsKey TRE Project Elements

• • Impacts and IssuesImpacts and Issues

• • OutcomesOutcomes


Conference GoalsConference Goals* to develop a community of professionals engaging in TREs * to develop a foundation of best practices for TREs * to establish connections/collaborations between projects * to provide opportunities for meeting individual project challenges * to review project designs, strategic visions, and initiatives


TRE Project Participants’ TRE Project Participants’ ExperiencesExperiences

Laboratory Research Laboratory Research 81%81%Field Research Field Research 75%75% Shipboard Research Shipboard Research 44 % 44 %


Represented Disciplines from 30 ProjectsRepresented Disciplines from 30 ProjectsAtmospheric and Space ScienceAtmospheric and Space Science

ChemistryChemistryEcologyEcology

Environmental ScienceEnvironmental ScienceField BiologyField Biology

GeneticsGeneticsGeological SciencesGeological Sciences

Industrial EngineeringIndustrial EngineeringMaterials EngineeringMaterials Engineering

Medical ScienceMedical ScienceOcean SciencesOcean Sciences

Physical SciencesPhysical SciencesPolar SciencePolar ScienceTechnologyTechnology


88% of participating 88% of participating teachers reported teachers reported that their motivation that their motivation to apply for a TRE to apply for a TRE was due to a desire to was due to a desire to bring scientific bring scientific research skills into research skills into their classrooms their classrooms


Scientists were Scientists were involved in 75% of involved in 75% of the teachers’ training the teachers’ training and 84% of the and 84% of the projects provided pre- projects provided pre- and/or post-TRE and/or post-TRE teacher trainingteacher training



0

510

15

2025

30

35

4045

50

1 2 3 4 5 6Greater Increase →

Increase in scientific content Increase in scientific content knowledgeknowledge


96% of teachers who 96% of teachers who participated in a TRE participated in a TRE

reported feelings of reported feelings of increased science increased science

teaching competencyteaching competency


Further Professional Further Professional Development ActivitiesDevelopment Activities

Attended more workshops/institutesAttended more workshops/institutes86%86%

Led workshops in school districtLed workshops in school district83%83%

Spoke at conferences/symposiaSpoke at conferences/symposia76%76%

Co-authored a scientific posterCo-authored a scientific poster31%31%

Developed a websiteDeveloped a website31%31%

Wrote an education related paperWrote an education related paper28%28%

Enrolled on graduate science courseEnrolled on graduate science course17%17%

Co-authored a scientific paperCo-authored a scientific paper10%10%


Transfer to the ClassroomTransfer to the Classroom

Incorporated new scientific data into Incorporated new scientific data into lessonslessons 88%88%

Conducted more hands on activitiesConducted more hands on activities81%81%

Engaged K-12 students in research Engaged K-12 students in research projectsprojects 81%81%

Created inquiry based curriculumCreated inquiry based curriculum72%72%

Conducted field exercises with studentsConducted field exercises with students47%47%


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Yes, a largeincrease

Yes, someincrease

Stayed thesame

No increase Enthusiasmdeclined

Unsure

Increase in students’ Increase in students’ interest/enthusiasm for interest/enthusiasm for

learning sciencelearning science


0%

10%20%

30%

40%

50%60%

70%

80%

Yes, alarge

increase

Yes, someincrease

Stayed thesame

Noincrease

Scoresdeclined

Unsure

TRE impact on students’ test scoresTRE impact on students’ test scores


0%

10%

20%

30%

40%

50%

60%

0-1 hour 1-2 hours 2-4 hours 4-6 hours > 6 hours

Average daily time scientist spent Average daily time scientist spent with teacher partnerwith teacher partner


42% of projects require 42% of projects require scientists to have continued scientists to have continued

contact with the teacher contact with the teacher once the TRE has endedonce the TRE has ended


0%20%40%60%80%

100%120%

We continued to

collaborate on my

research

We talked/emailed a

few timesI reviewed the

curriculum/classroom

activities theydevelopedI visited their

classroomThe teacher'sstudents became

involved in my

researchThe teacherparticipated in

additional research of

mine

Continued to collaborate Continued to collaborate onon

researchresearch

Talked/emailed a few Talked/emailed a few timestimes

Reviewed the curriculum/Reviewed the curriculum/classroom activities classroom activities

developeddeveloped

Visited the classroomVisited the classroom

Students became Students became involved ininvolved in

scientist’s researchscientist’s research

Teacher participated in Teacher participated in additional (new) researchadditional (new) research

0 20 40 60 80 100%

Scientist Post-TRE Contact


Who is being mentored and Who is being mentored and how?how?

42% of participating 42% of participating teachers were mentored by teachers were mentored by

a teacher with a previous a teacher with a previous TRETRE

33% of TRE participants are 33% of TRE participants are required to mentor after required to mentor after

their TREtheir TRE

18% of participating 18% of participating scientists participate in scientists participate in

mentoring groupsmentoring groups


0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

1-10hours

11-25hours

26-40hours

41-56hours

57-75hours

76-100hours

>100hours

Project Teacher to Teacher Mentoring Project Teacher to Teacher Mentoring RequirementsRequirements

Conference on Teacher Research Conference on Teacher Research ExperiencesExperiencesConference OutcomesConference Outcomes

Identified TRE Community NeedsIdentified TRE Community Needs• Need to identify/develop tools and strategies for effective project evaluation

• Need to incorporate teachers into the scientific community (not just provide a research experience)

• Need for institutional buy-in: assists project sustainability, provides avenue for staffing, and facilitates community building

• Need for more inter-project collaborations


Identified Best PracticesIdentified Best Practices• Pre-research experience training

• Mentorship training

• Mentoring plan for project and follow-up activities

• Continued access to resources for teachers (i.e. materials on-line, network of colleagues, communication with scientists)

• Institutional buy-in (i.e. school districts, principals, science supervisors, etc.)


Identified Best PracticesIdentified Best Practices

• Support for classroom transfer

• External evaluation and input from evaluator from the time of project design

• Partnerships of equality between scientists and teachers

Conference on Teacher Research Conference on Teacher Research ExperiencesExperiencesFuture DirectionsFuture Directions

Building the TRE CommunityBuilding the TRE Community

• Create a means for future communication: List-serve, Web Discussion Board

• Resources for the community: Web Site (listing of projects, available resources, contacts, etc.), Conference Presentations and Reports, Conference Proceedings

• Future TRE community workshops: Evaluation and Mentoring


http://omp.gso.uri.edu/ctre

[email protected]@gso.uri.edu

Documents

Preliminary Results of the Conference on Teacher Research Experiences April 2005 Hosted by the University of Rhode Island Office of Marine Programs Funded