Transcript Slide 1

Partnership to Improve Student
Achievement in Physical Science:
Integrating STEM Approaches
2
PISA
Edward Whittaker, Beth McGrath, Barbara Mammen
& Augusto Macalalag Jr.
Stevens Institute of Technology
Michael Amendola
Morris School District
K-12 Partners
1. Bayonne Board of Education
2. Camden City Public Schools
3. Hoboken Public Schools
4. Jersey City Public Schools
5. Lakewood School District
6. Margate City School District
7. Morris School District
8. Mustard Seed School (private)
9. Princeton Regional Schools
10. Red Bank Borough Public Schools
11. Saddle Brook School District
12. West New York School District
K-12 Partners
IHE & Other Partners
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Stevens Institute of Technology
Columbia University/Teachers College
National Science Resources Center
NJ Department of Education
Education Development Center
(Evaluator)
 St. Peter’s College
PISA2 Theoretical Framework
The Engagement-Capacity-Continuity Trilogy was developed as a
model to describe the separate but necessary and interdependent
factors essential for students to advance in the sciences and
quantitative disciplines
Jolly, Campbell & Perlman, 2004
Engagement
Course Content
Ready, Set, Science! (2008)
Understanding scientific explanations
Generating scientific evidence
Reflecting on scientific knowledge
Participating productively in science
Capacity
Five New Courses
Fundamental Principles of Physical
Science
Fundamental Principles of Earth Science
Energy Production & Consumption
Understanding Global Change
Engineering Solutions to the Challenges
of Energy & Global Change
As each course builds successively deeper, broader
content knowledge for teachers, PISA2 will build
teachers’ capacity to master more complex
concepts.
Continuity
PISA2 will develop capacity to enable
partner schools’ continuity to make
available well-prepared teachers and
research-based curricula.
Science Scope
& Sequence
WorkshopsNJDOE
Evidence-Based
Curricular
Selection
NJDOE, NSRC
Leadership
Development &
Organizational
Capacity
Building-NSRC
PISA2 Goals
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To enhance teachers’ content knowledge in science &
engineering (S&E) and cultivate positive attitudes &
beliefs towards teaching S&E
To increase students’ content knowledge and
experiences in S&E
To promote students’ 21st century skills
To institutionalize new graduate programs in STEM
education and impact undergraduate teaching &
learning
To increase the number of teachers with elementary
endorsement in science
To build leadership and capacity in partner school
districts
Growth Model
Year
Inservice Teachers
Preservice
School
Teachers
Leaders
Pathways to
Teaching
(Sci. Certif)
Scholars
(Sci.
Certif.)
Teacher
Leaders
2010-11
40
60
10
2011-12
40
60
10
2012-13
2013-14
40
40
60
60
10
10
2014-15
2010-15
60
170
60
10
160
240
50
Total
110
170
120
120
570
Evaluation Questions
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Does scientific inquiry (SI) & engineering design process
(EDP) contribute to an increase in teachers’ content
knowledge of science & engineering?
Does the use of SI & EDP contribute to an increase in
students’ content knowledge of science & engineering?
Do students improve their 21st century skills as a result
of the program?
To what extent did the teachers’ beliefs & attitudes
towards teaching science & engineering change over
time?
To what extent did the program promote an increase in
collaboration & shared vision among partners?
Research Questions
1. What are the teachers’ conceptions of the 21st
Century Skills as they apply to teaching and
learning?
To what extent do they change over time as a
result of the instructional interventions?
2. What immediate and contextual factors limit or
facilitate a teacher’s success in changing classroom
practice?