Transcript The Influence of a Research-Based Rationale on Science

Sustaining Professional Development:
The Influence of a Research-Based
Rationale on Science Teachers’ Beliefs
and Practices
Thomas J. Diana, Jr., Ph.D.
Department of Education
Utica College
2005 ASTE-NE Conference – Amherst, MA
Overview
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Rationale for study
Goals of study
Context of study
Research questions
Description of study – research methodology
Major findings elicited from study
Implications for science teacher education
Future research considerations
Questions
Rationale for Study
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Current national reform priority in science education
 Performance of U.S. students in mathematics and science
 Role of teachers in the reform process
Researchers have argued that teacher education programs can and do play a
fundamental role in recruiting, preparing and supporting future teachers in
becoming effective school leaders (Luft and Cox, 2001; Luft and Patterson,
2002).
Research has also shown the strong influence of teachers’ beliefs on classroom
practices and the overall teacher change process (Nespor, 1987; Pajares, 1992;
Richardson, 1996).
Past research has proposed that learning to teach takes place along a
continuum of professional development experiences (Feiman-Nemser, 2001;
Wilson, Floden, & Ferrini-Mundy, 2002).
The Role of Research in
Science Teaching
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Researchers have documented much of what has become
known as “best practice” in teaching.
“Effective science teachers promote learning by
understanding and using research and practices known to
work” (Penick & Harris, 2005).
The goal of the research-based rationale (RBR) experience is
for science teachers to learn how to find, combine, and use
these findings systematically to inform, guide, and ultimately
improve their teaching performances.
Goals of Study
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the exploration of science teachers’ current
teaching beliefs and practices at key stages of the
teacher development continuum
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Preservice Teachers (PT)
Induction Teachers (ITs) (Years 1-4)
Post-induction Teachers (PITs) (Years 5+)
the examination of how these beliefs and practices
are influenced by both the RBR and by other
factors within the school environment
Context of Study
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Sample - twelve research participants
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Three (3) cohorts of four (4) individuals who
were at various stages of the science teacher
development continuum (PTs, ITs, PITs).
Each participant was currently enrolled or
previously graduated from a secondary science
teacher education program (SSTEP) at a private
doctoral granting institution in the Northeast U.S.
Research-Based Rationale
Each preservice student in the SSTEP program composes
and orally defends their RBR for teaching science.
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RBR typically includes the following sections:
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goals for science instruction
student actions consistent with these goals
teacher behaviors that will lead to the attainment of these goals
student assessment and teacher self-evaluation related to these
goals and actions (Tillotson & Diana, 2005)
Each of these four components are research-supported.
Implementation of the
Research-Based Rationale
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Goal articulation
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Goal reduction
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Students reduce the list to a set of goals that the entire
class must agree on as being the most essential
Connecting goals to a rationale
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A scenario is posed in which they are asked to picture
themselves as a seasoned veteran in science teaching
with ten years of experience
Determine the student actions and experiences that are
most appropriate if the specified goals are to be met
Exit interview
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Students verbally articulate the ideas they have written
about in their RBR
Research Questions
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How are personal beliefs and practices expressed in science teachers’
RBR reflected in their current curriculum materials, science teaching
strategies, assessment practices and classroom behaviors?
What effect do current Secondary Science Teacher Education Program
(SSTEP) students and graduates perceive the RBR experience having on
their development as science teachers?
At various stages of teacher development, what factors support or
impede the teaching of science according to the teachers’ original RBR?
A) To what extent do science teachers critically reflect on their work?
To what extent are science teachers’ beliefs and practices influenced by
education research at the various stages of teacher development?
Research Methodology
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Qualitative research methods
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beginning teachers’ beliefs and practices,
multiple measures consisting of a variety of
data collection and analysis techniques was
used (Bogdan & Biklen, 1998).
The constant comparative approach (Glaser &
Strauss, 1967) was used in the process of
collecting, organizing and analyzing the data.
Data Collection
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In-depth, semi-structured interview -TPPI - Teacher’s
Pedagogical Philosophy Interview (Richardson and Simmons,
1994)
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Classroom observation - STAM - Secondary Teaching
Analysis Matrix (Gallagher and Parker, 1995)
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RBR documents
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Document analysis (lesson/unit plans, classroom artifacts,
and curriculum materials)
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Journal entries (pre and post instruction)
Summary of Research Participants
Participant
(n=12)*
Gender
Karrie
Randy
John
Debbie
F
M
M
F
L.E.
E. Sci.
Life Sci.
L.E.
ITs
1-4 yrs.
Ken
Angie
Jen
Nick
M
F
F
M
PITs
5+ yrs.
Katherine
Stephanie
Matt
Larry
F
F
M
M
Cohort
PTs
Subject
School
Gr.
Years of
Experience
Suburban high school
Suburban middle
school
Urban middle school
Suburban high school
10
9
7
10
Preservice
Preservice
Preservice
Preservice
E. Sci.
L.E.
L. E.
E. Sci.
Urban high school
Suburban high school
Suburban high school
Rural high school
9
10
10
9
2
3
1
2
Chem.
Physics
E. Sci.
Chem.
Suburban high school
Rural high school
Rural high school
Suburban high school
11
12
9
11
5
6
5
5
Data Analysis
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Data was continuously analyzed as it was collected beginning
with PT cohort
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The research questions formed the initial categories of data
classification
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Data was reviewed in search of key issues and recurrent
events that then became categories of focus
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More categories emerged as more data were analyzed
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New themes were defined or redefined as more data were
collected and analyzed
Major Findings
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The development of and defense of the RBR
for teaching science is perceived as one of
the most influential aspects of the SSTEP
program in preparing future science teachers
to be successful in the classroom
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each of the participants in the study reported
the development of a teaching rationale as a
highly effective experience in getting them to
shape their pedagogical beliefs and practices
Major Findings
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Original RBR documents and TPPI
interviews revealed that all of the PTs, ITs
and PITs who participated in the study held
conceptual and constructivist philosophies.
STAM analysis and observational field notes
revealed that five out of twelve individuals
displayed teaching practices that are
consistent with their teaching beliefs.
Summary of beliefs and practices for all research participants
Name
Gender
Cohort
Subject
Rationale
Teaching Beliefs
(TPPI)
Classroom
Practice
(STAM)
Beliefs vs.
Practice
John
Male
PT
Life Science
Student-centered
Student-centered
Teacher-directed
Inconsistent
Karrie
Female
PT
Living Environment
Student-centered
Student-centered
Teacher-directed
Inconsistent
Randy
Male
PT
Earth Science
Student-centered
Student-centered
Student-centered
Transitional
Debbie
Female
PT
Living Environment
Student-centered
Student-centered
Teacher-directed
Inconsistent
Ken
Male
IT
Earth Science
Student-centered
Student-centered
Student-centered
Consistent
Angie
Female
IT
Living Environment
Student-centered
Student-centered
Student-centered
Consistent
Jen
Female
IT
Living Environment
Student-centered
Student-centered
Student-centered
Consistent
Nick
Male
IT
Earth Science
Student-centered
Student-centered
Teacher-directed
Inconsistent
Katherine
Female
PIT
Chemistry
Student-centered
Student-centered
Student-centered
Consistent
Stephanie
Female
PIT
Physics
Student-centered
Student-centered
Student-centered
Consistent
Matt
Male
PIT
Earth Science
Student-centered
Student-centered
Teacher-directed
Inconsistent
Larry
Male
PIT
Chemistry
Student-centered
Student-centered
Teacher-directed
Inconsistent
Major Findings
Many teacher beliefs and proposed teacher actions
described in their original RBR document were not
displayed in their current classroom practice
My rationale paper was a dream world. What things would look
like and what I think a good classroom environment would look
like. And my rationale for what I do now is a major compromise
based upon what things I’ve already tried in here. Things that
don’t work versus things that do work. (Nick - 9th grade earth
science teacher)
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Participants from all three cohorts described several social
and cultural factors having an influence on their actual
classroom practice.
Factors Influencing Instruction
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Social and cultural factors expressed as
having an influence on their current teaching
practices include:
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Administrative pressure
Unmotivated/uninterested students
State learning standards and assessments
Instructional time constraints
Departmental influence
Classroom management struggles
Differences among mentor teachers’ philosophy
Conclusions
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The findings of this study provide an understanding of how individual
science teachers’ beliefs and practices are affected by the experience of
developing the RBR for teaching science.
The data yielded thus far provides a deeper understanding of the extent to
which science teachers at three key levels are influenced by one
professional development experience during their preservice education.
 PTs struggled the most to maintain student-centered practices.
 ITs had the most success in maintaining their student-centered
practices.
 PITs also experienced difficulty in maintaining their student-centered
practices.
This study calls for science teacher educators to begin examining the
impact of specific professional development experiences their preservice
teacher preparation programs offer and determine the influence(s), if any,
they have on science teachers throughout their career.
Implications
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Teachers do play a crucial role in education and the reform
process.
Teacher education needs to be focused primarily on
research.
 More in-depth, longitudinal studies
 Greater dissemination of results
 Standards in science teacher education
Increased research studies on induction and mentoring
programs for graduates of teacher education programs to
examine how to best support beginning science teachers.
Future Research Considerations
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Examine how the RBR is implemented into the SSTEP and
determine ways in which the experience can have lasting
effects throughout science teachers’ careers.
Examine how social and cultural factors can be diminished
so that cohesion may take place between science teachers’
RBR and their classroom practice.
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Examine how science teacher educators can continually
support past graduates.
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Examine further the impact of research on science teachers
beliefs and practices.
Questions