Longitudinal Study of Teacher Development and Student Learning in TechnologyEnhanced Science

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Longitudinal Study of Teacher Development and
Student Learning in Technology-Enhanced Science

• Libby Gerard, Michele Spitulnik
• MODELS, UC Berkeley

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Professional Development Design Research
Traditional Approach
MODELS Approach
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Participating Districts/Schools

• Alta Vista Middle School
• Urban, CA
• 890 middle school students
• 46 White, 34 Asian
• 9 English language learners
• 12 free lunch
• Midvale School District
• Industrial, CA
• 1073 middle school students
• 73 White, 16 Hispanic
• 23 English language learners
• 18 free lunch

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Timeline of MODELS PD Research
School Based Mentor Support
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PD Customizing WISE
Plate Tectonics Customization Plans (Artifact
from MODELS Workshop)
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PD Problem Solving Dilemmas

• Dilemma 1 Assessment
• In reviewing student notes taken during the
  first day of a project run you notice most
  students are putting little thought (or students
  are using little evidence to support their
  explanations) into their responses. What
  strategies would you use the following day to
  address the problem?
• Dilemma 2 Teaching with models
• How do you teach with the models what specific
  strategies do you use to introduce and help
  students interpret the models?
• Dilemma 3 Making connections
• How do you fit the WISE project into other parts
  of the curriculum? What types of activities do
  you use prior to or following a WISE project?
  What did you differently in preparing for year 2
  (or project 2) than the first one?

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Research Question

• What are the longitudinal effects of
  sustained professional development on student
  learning in science?

Student Learning
PD Design Teaching
Student Learning
PD Design Teaching
Student Learning
PD Design
Teaching
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Longitudinal Study Participants
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Urban MS Pre Delayed Post Analysis
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Urban MS Pre Delayed Post Analysis
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Urban MS Pre/Post Analysis
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Industrial MS Pre Delayed Post Analysis
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Industrial MS Pre/Post Test Analysis
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Discussion

• Cumulative impact of MODELS pd on student
  learning in earth science
• Delayed post test demonstrate strongest impact
  (teachers do not cover Plate Tectonics again in
  the curriculum after WISE)
• Analysis suggests that teachers development is
  idiosyncratic. Different patterns among teachers
• School factors (technology issues) influence
  student learning in the project

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Future Work and Questions

• MODELS pd compared to other models of pd or no
  pd?
• Why drop pre/post in Urban school but gain on
  delayed post?
• Can we normalize the Year 1 (Rock Cycle, 11 pts)
  Urban school pre/delayed post results with Year
  2 and 3 (Plate Tectonics, 3 pts) ?
• How does this relate to the teachers level of
  participation in the MODELS workshops and work
  with their mentor?