Transcript A CTION RESEARCH PROJECT

An innovative integrated science curriculum and its
impact on stakeholder perceptions, collaboration, and
achievement.
NORTH MIAMI SENIOR HIGH SCHOOL
Carnell A. White, Principal
Annette Y. Burks, Assistant Principal
Luis B. Solano, Teacher Leader
Ms. Willa Young, Professional Partner
Superintendent’s Urban Principal Initiative
June 2008
Abstract of the Study
The processes and factors that influenced the initiation and
implementation of an integrated science curriculum with
11th grade students at North Miami Senior High School
were studied in this action research effort.
Along with Regional Center II support, teachers developed
and implemented an innovative integrated science
curriculum that capitalized on best practices, teacher
collaboration, hands-on labs, and assessments tools and
methods that engaged students in the study of science.
Results of teacher and student interviews, course related
artifacts, stakeholder surveys, and the themes extracted
from focus group sessions were analyzed to assess the
impact of teacher involvement in this effort and its impact
on student achievement.
Introduction,
Background, and
Research Questions
Introduction/Background
Because of the recognition for our students to graduate from high school with
a high level of general science literacy, a curriculum was designed and
implemented to increase science literacy and competency that will enable
students to compete in the global marketplace.
The results of the 2007 state mandated standardized science assessment
indicates that 85% of our students in grade eleven did not meet the state
standards. A detailed analysis of clustered scores in the state mandated
standardized science assessment revealed that students in grade eleven were
weakest in general Scientific Thinking, and strongest in Life and
Environmental Science.
In this action research study, the eleventh grade science curriculum was
restructured to integrate biology, chemistry, earth/space science, and physics
around central themes, with moderate integration of reading strategies,
mathematics, and technology.
The goal for restructuring the science curriculum was to unify disciplines in
the science classroom, making content and process more meaningful to
students. This required that teachers demonstrate the connections between
the different areas of science that are assessed and also ask teachers to
consider connections to other subjects.
Introduction/Background
• INSTRUCTIONAL OBJECTIVE: Given
instruction focused on the Sunshine State
Standards, 11th grade students will improve their
science skills as evidenced by 39% scoring at or
above Level 3 on the 2008 administration of the
state mandated standardized science
assessment.
• INSTRUCTIONAL APPROACH: A teacher
developed integrated science curriculum
supported by Regional Center II.
Research Questions
1. HOW will the infusion of a teacher developed
integrated science curriculum in the 11th grade increase
student achievement, and performance in targeted
integrated science strands?
2. WHAT will happen to students’ attitudes and
perceptions when targeted 11th grade students are
provided instruction through a teacher developed
integrated science curriculum?
3. WHAT will happen to teachers’ attitudes and
perceptions when targeted 11th grade students are
provided instruction through a teacher developed
integrated science curriculum?
Literature Review
Literature Review
• The term integrate suggests an attempt to unite various
features or components. The National Science
Education Standards (NRC, 1996) and Benchmarks for
Science Literacy (AAAS, 1993) extends that the basic
subject matter of physical, life, and Earth sciences within
the contexts of inquiry, technology, personal and social
perspectives, and the history and nature of science. The
need is to go deeper than combining disciplines.
• Perhaps the most fundamental reason for introducing an
integrated approach in school curricula is that it provides
students some opportunities to learn science in contexts
close to what they will experience in life beyond school
(Bybee, 2006).
Literature Review
Powell, Short, Landes (2002), provide some guidance
for designing an integrated science curriculum:
Literature Review
• There is a small body of research related to the impact of an
integrated curriculum on student attitudes. MacIver (1990) found that
integrated program students developed team spirit and improved
their attitudes and work habits. This was attributed, in part, to the
fact that teachers met in teams and were able to quickly recognize
and deal with a student's problem.
• Vars (1987) also reports that motivation for learning is increased
when students work on "real" problems-a common element in
integrated programs. When students are actively involved in
planning their learning and in making choices, they are more
motivated, reducing behavior problems.
• Jacobs (1989) also reports that an integrated curriculum is
associated with better student self-direction, higher attendance,
higher levels of homework completion, and better attitudes toward
school. Students are engaged in their learning as they make
connections across disciplines and with the world outside the
classroom.
Literature Review
• Students are not the only ones who respond favorably to the
learning experiences that are part of an integrated curriculum.
In a study of an integrated mathematics curriculum, Edgerton
(1990) found that after one year 83 percent of the teachers
involved preferred to continue with the integrated program
rather than return to the traditional curriculum. MacIver (1990)
found that teachers appreciate the social support of working
together and feel that they are able to teach more effectively
when they integrate across subjects and courses. They
discover new interests and teaching techniques that revitalize
their teaching.
• When teachers who participated in the Mid-California Science
Improvement Program were interviewed by an independent
evaluator, the findings indicated a dramatic increase in science
instruction time and comfort with science teaching. The
teachers involved in this program taught year-long themes,
with a blend of science, language arts, social studies,
mathematics, and fine arts. Improvements were noted in
student attitudes, teacher attitudes, and student achievement.
These findings were consistent for both gifted and
"educationally disadvantaged" students (Greene 1991).
Literature Review
• The subject of curriculum integration has been under
discussion off and on for the last half-century, with a
resurgence occurring over the past decade. The "explosion" of
knowledge, the increase of state mandates related to myriad
issues, fragmented teaching schedules, concerns about
curriculum relevancy, and a lack of connections and
relationships among disciplines have all been cited as reasons
for a move towards an integrated curriculum (Jacobs 1989).
• The findings support the positive effects of curriculum
integration. Lipson et. al. (1993) summarized the following
findings:
– Integrated curriculum helps students apply skills.
– An integrated knowledge base leads to faster retrieval of
information.
– Multiple perspectives lead to a more integrated knowledge base.
– Integrated curriculum encourages depth and breadth in learning.
– Integrated curriculum promotes positive attitudes in students.
– Integrated curriculum provides for more quality time for curriculum
exploration.
Intervention
Intervention Timeline
JUNE
JULY
AUG
SEPT
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
Pre-Planning
Intervention Implementation
Assistance and Monitoring
Classroom Walkthroughs
IS Mid Year Program Review
IS EOY Program Review
Progress Checks (QUANT SOURCE)
Focus Groups Students & Teachers (QUAL. SOURCE)
Survey Data (QUAL. SOURCE)
Professional Learning Community Sessions
Program Reviews
Intervention
This purpose of this 36 week intervention was to
provide opportunities for 11th grade students to
investigate the theories and ideas associated with
the biological, earth, and physical sciences in a
way that is relevant and usable.
– Integrated science course sections met every other
day for a ninety minute instructional block. A total of
90 meetings took place over said 36 week
intervention period.
– Students constructed science knowledge by
formulating questions, making predictions, planning
experiments, making observations, classifying,
interpreting and analyzing data, drawing conclusions,
and communicating.
Intervention
The teacher** designed and implemented integrated
science course:
• covered all principles required for meeting integrated science
state frameworks and district pacing guides;
• a guided inquiry, project based integrated science course that
was designed to work with students at all learning levels;
• was designed to engage all students in the learning of science;
• promoted positive student attitudes towards science and positive
perceptions of the student as a learner;
• engaged students through the use of real world contexts and
provided a deeper understanding of the role of science and
technology in the global marketplace;
• was developed using an instructional strategy that combined
guided inquiry and whole class instruction with appropriate
content;
• weaved all activities and binder content to build a strong grasp of
the science concepts so that students could transfer their
understanding to relevant real world projects (it is about having
more than isolated activities and content).
** with Region Center II support
Intervention
• The intervention curriculum addressed the
following “best practice” recommendations:
–
–
–
–
–
–
–
–
–
–
Scenario-Driven
Flexibly Formatted
Multiple Exposure Curriculum
Constructivist Approach
Varied Methods of Assessment were used
Cooperative Grouping Strategies
Math and Reading Skills Development
Use of Educational Technologies
Problem Solving
Challenging Learning Extensions
Data Collection
Integrated Science (IS) Course Demographics
Teachers:
Teachers Trained:
Students:
Black (Non-Hispanic)
White (Non-Hispanic)
Hispanic
Asian/American Indian
Male
Female
IS Course Sections:
Classrooms:
Average IS Class Size:
13
13
634
514
13
101
6
340
294
23
13
28.5
Data Tools—Quantitative Data
Assessment Schedule “Progress Checks”
Group
Total
Group
Data Source
1
Data Source
2
Data Source
3
Data Source
4
Data Source
5**
Integrated
Science
Pre-Test
Progress
Test 1
Progress Test Progress
2
Test 3
State
Mandated
Science
Assessment
Date:
09/18/07
Date:
11/ 13/07
Date:
01/28/2008
Date:
03/13/08
**awaiting results
Date:
04/22/08
Data Tools—Quantitative Data
“Progress Checks” Results
Mastery
Data
Source
1
Data
Source
2
Data
Source
3
Data
Source
4
%
Mastery
1%
1%
4%
3%
%
NonMastery
99%
99%
96%
97%
Integrated Science Couse Intervention Data
Student performance Data Disaggregated by Teacher
Percentage of Students Displaying Mastery
60
50
40
30
20
10
0
DS1
DS2
DS3
DS4
Alphonse
Brice
Brown
Casimir
Duignan
Etienne
Golaub
Hatchett
Hylton
Morgan-Rose
Pellerano
Pichardo
Quddus
Average
Linear (Average)
Integrated Science Curriculum Intervention Data
Student Performance Data Disaggregated by Teacher
Percentage of Students Displaying Mastery
DS1
Alphonse
Brice
Brown
Casimir
Duignan
Etienne
Golaub
Hatchett
Hylton
Morgan-Rose
Pellerano
Pichardo
Quddus
Average
DS2
43.2
43.2
26.3
26.2
27.2
52.1
45.3
33.8
40.1
21.7
30.1
31.6
34.9
35.1
DS3
44.5
40.1
28.1
32.3
27.3
54.2
45.9
33.4
42.1
25.1
32.3
32.7
34.5
36.3
DS4
45
44.8
27.9
36.8
28.2
55.8
46.2
34.4
41.8
25.3
34.5
33.1
35.2
37.6
45.3
45.6
28.2
38.7
29.9
56.3
47.6
34.1
43.8
26
35.2
33.6
35.4
38.4
Data Tools—Qualitative Data
Data Collection Schedule
Research Questions
Data Source1
Pre-Intervention
Survey
Data Source 2
Post-Intervention
Survey
Students
Fall 2007
Spring 2008
Teachers
Fall 2007
Spring 2008
Administrators
Fall 2007
Spring 2008
Findings, Results,
Recommendations,
Conclusions, and
Implications
Summary of Quantitative Data
• SPED students demonstrated small gains from one
progress check to another, however, these students
demonstrated the highest overall gains during the
intervention period.
• ESOL students demonstrated significant progress,
showing a 5% gain at the end of the intervention period.
• Students in Advanced Placement and IB course tracks did
not perform as well expected; these students’ overall gains
were small when compared to their counterparts.
• Students with high baseline performance scores did not
display the same amount of growth as their low baseline
peers; their growth was fractional throughout the
intervention period.
• There was no significant difference between the results of
experienced teachers and new teachers (1-3 years of
inservice time).
Summary of Findings
Teacher Focus Group Data
What new strategies and activities are you
implementing to support the Integrated
Science program?
– Reciprocal Teaching
– School-wide Science Focus Calendar
– Mini Lab Demonstrations
– Integrated Science Professional Development
– K-12 Comprehensive Science Plan
– District’s Science Pacing Guides
Summary of Findings
Teachers Focus Group Data
Positive Comments
– Students are more engaged than ever;
– Teachers are comfortable and competent with
teaching the content;
– Teachers are following the pacing guides and
Instructional FOCUS calendars;
– Teacher and student awareness of science
benchmarks have increased;
– Science classrooms are print rich and inviting;
– Science teachers are working collaboratively and
sharing best practices;
– New teachers are energetic;
– Use of word walls are prevalent;
– Bell to Bell Instruction is going on.
Summary of Findings
Focus Group Data
Areas in Need of Improvement:
– Engage students in MORE hands-on
laboratory activities, appended to specific
benchmarks;
– Engage students in more teacher/student
data talks to increase and promote ownership
of academic progress;
– Purchase more lab materials;
– Differentiated Instruction Training
– Data Analysis Training
Summary of Overall Findings and Recommendations
Based on Classroom Walkthrough Data
Overview
Findings
Recommendations
Classroom
Environment
Overall, conducive to
ALL teachers should create engaging
instruction and engaging
scientific environments in their
students with the exception of classrooms.
a few.
Materials
Some teachers felt that they
did not have all of the
materials they needed for
required labs as needed.
A scheduled rotation of materials for
labs should be prepared by teachers
during their common planning so that
they will have the materials needed at
a given time.
Teacher
Instruction
Some teachers mostly
focused on bookwork,
paperwork, and lectures.
All teachers would benefit from
professional development on
differentiated instruction and support.
Whole Class
Instruction
Observed in several
classrooms during
walkthroughs.
Attention should be given to
delivering effective and rigorous
whole class instruction where lectures
are not the only instructional strategy
used for any long period of time.
Summary of Overall Findings and Recommendations
Based on Classroom Walkthrough Data
Overview
Findings
Recommendations
Small Group,
Differentiated
Instruction
Small groups were
observed in several
classes. Differentiated
instruction was not
observed in all classrooms.
Guidelines for lab roles
were evident in most rooms.
Teachers would benefit from
professional development on
differentiated instruction (DI) and or
possibly a DI mentor.
Centers
A few classrooms displayed
clearly separated centers.
Effective use of centers should be
encouraged.
Student
Engagement
Various degrees of student
engagement were
observed. Most students
appeared to be on task.
Classroom management
was not an issue.
Enhanced student engagement
should be targeted with improved
instructional strategies and more
hands-on activities.
Summary of Overall Findings and Recommendations
Based on Classroom Walkthrough Data
Overview
Findings
Recommendations
Hands-on
Science Lab
Activities
Half of the teachers had
some evidence of handson-activities while the other
half displayed no evidence.
Teacher demonstrations
were evident in some
classrooms.
All science courses require a
minimum of one lab/hands-on activity
a week. All teachers should work
together to implement an effective lab
program using the Essential Labs
developed by the district. Teachers
should present demonstrations and
have students engaged in labs.
Demonstrations should replace lab
activities.
Integrated
Science
Curriculum
Not all teachers followed
the IS curriculum guide and
materials as intended.
All teachers should follow the IS
curriculum guide as intended.
Essential
Questioning
Was not witnessed the
MAJORITY of instructional
time. Focus was on lower
levels of questioning and
minimal probing.
Teachers need to incorporate more
essential questioning as a critical
teaching strategy. Teachers will
benefit from professional
development in questioning and
critical thinking techniques.
Summary of Overall Findings and Recommendations
Based on Classroom Walkthrough Data
Overview
Findings
Recommendations
Real-world
Applications
Not as many as expected.
Teachers should assist students in
making connections from their
science concepts to the real world.
Reading and
Writing in the
Content Area
Little evidence of effective
reading and writing
strategies.
All teachers should use the Power
Writing-Scientific Conclusions
document to enhance their lab reports
and they should incorporate CRISS
strategies.
Science
Word-Walls
Science word walls were
observed in most
classrooms.
Teachers should incorporate
instructional strategies that support
word walls.
Findings/Results
The major conclusion was that teachers, given the
resources, time, motivation, and control, can
develop an integrated science curriculum that is
effective in being integrated, evolutionary,
innovative and relevant for students. Teachers
encountered problems in implementing such a
curriculum, but were able to manage when
adequately trained and prepared with the right
levels of administrative support. Implementing a
new curriculum does not guarantee its long-lasting
success. It is an on-going process.
Lessons Learned
• Lesson one: Don’t worry about what you call it,
worry about what students will learn.
• Lesson two: Regardless of what you integrate,
coherence is the essential quality of an integrated
science curriculum.
• Lesson three: The fundamental goal of any high
school science program, including an integrated
one, should be to increase students’ understanding
of science concepts and their abilities to do science
as articulated in the National Science Education
Standards (NRC, 1996) and the Benchmarks for
Science Literacy (AAAS, 1993).
Lessons Learned
• Lesson four: Although teachers are
responsible for implementing an
integrated science program,
administrators must support and
facilitate the program.
• Lesson five: Introducing an integrated
science program requires a
comprehensive implementation plan.
Overall Conclusion
This action research study adds to the MDCPS action
research base as it relates to the implementation of
progressive pedagogy and theory regarding student
experiences in an integrated science course.
It will improve educational practice in MDCPS by helping
educators make informed decisions regarding science
curriculum reform, instructional practices, and classroom
environment.
This action research study will also improve educational
practice by increasing educators' understanding of student
experiences in integrated science settings.
Implications
• An integrated curriculum may not address a logical sequence within
a discipline such as science. Further research into the effect of this
will be needed if teachers are to look at the role of sequence in
curriculum selection decisions.
• When the curriculum is based on broad concepts linked in thematic
units, students may acquire knowledge in very different ways,
making the traditional sequence less meaningful. This is an area that
has not been fully explored in the research on integrated curriculum.
• Another implication, revolves around assessment of student
learning. If science themes are only guided by themes in the FCAT,
there will be less consistency of experience than many teachers
currently strive for.
• Teachers who are not provided with adequate inservice or time to
implement a prescribed integrated curriculum may go to an
unstructured, approach, rather than a truly integrated approach to
learning. Best practices for initial and ongoing inservice training
need to be explored more fully.
References
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•
•
•
•
•
•
•
•
•
American Association for the Advancement of Science (AAAS). (1993).
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Bybee, R.W., (2006). Teaching and learning science: Reflections on
integrated approaches to the curriculum. Arlington, VA: NSTA Press.
Edgerton, R., (1990). Survey Feedback from Secondary School Teachers
that are Finishing their First Year Teaching from an Integrated Mathematics
Curriculum. Washington, D. (ED 328 419)
Greene, L., (1991). Science-Centered Curriculum in Elementary School."
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Jacobs, H. ( Ed.) (1989). Interdisciplinary curriculum: Design and
implementation. Alexandria, VA: Association for Supervision and
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Lipson, M.; Valencia, S.; Wixson, K.; and Peters, C., (1993). Integration and
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National Research Council (NRC). (1996). National science education
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Powell, J., Short, J., & Landes, N. (2002). Curriculum reform, professional
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How. Columbus, OH: National Middle School Association.
The initiation and implementation
of an innovative integrated science curriculum and its
effect on stakeholder attitudes, perceptions,
collaboration, and student achievement.
NORTH MIAMI SENIOR HIGH SCHOOL
Carnell A. White, Principal
Annette Y. Burks, Assistant Principal
Luis B. Solano, Teacher Leader
Ms. Willa Young, Professional Partner
Superintendent’s Urban Principal Initiative
June 2008