Transcript Gender Bias in Science Education

The IMPPACT Project: A Study of
the Influence of Preservice
Programs Over Time
John W. Tillotson & Monica Young
Department of Science Teaching
Syracuse University
Introduction
 While the debate over how to improve our nation’s schools
rages on, there is clear consensus that teachers must play a
paramount role in the reform process.
 Feiman-Nemser (2001) contends, “Policy makers and
educators are coming to see that what students learn is
directly related to what and how teachers teach; and what
and how teachers teach depends on the knowledge, skills
and commitments they bring to their teaching and the
opportunities they have to continue learning in and from
their practice.”
Introduction
•
The recent passing of the No Child Left Behind Act requires
that every classroom in America be taught by a highly
qualified teacher.
•
The National Science Teachers Association (2004) surveyed
600 science teachers nationwide:

70% indicated their school district was experiencing
difficulty in finding and hiring qualified science teachers

48% said the problem is increasing
Introduction
National Commission on Mathematics & Science Teaching
for the 21st Century (2000) established three overarching
goals for the US education system:
1) Establish an ongoing system to improve the quality of
mathematics and science teaching in grades K-12;
2) Increase significantly the number of mathematics and
science teachers and improve the quality of their
preparation; and
3) Improve the working environment and make the teaching
profession more attractive for K-12 mathematics and
science teachers.
Research in Science Teacher Education
•
Even with the long history of science teacher preparation
programs in the United States, research on the specifics of
these programs is neither accessible nor diverse.
•
Past research has produced little information about how
individuals become science teachers, focused too narrowly
on the problems of science teacher preparation, and
offered few, if any, useful solutions (Anderson & Mitchener,
1994)
•
An urgent need exists to better understand how these
programs and practices ultimately influence science
teachers’ beliefs, classroom performances, and K-12
student learning outcomes (Adams & Tillotson, 1995; Luft,
et al, 2003; Schalock, 2004)
Research in Science Teacher Education
•
There is a growing body of research that suggests
preservice programs are often a series of disjointed
experiences that lack meaningful coherence and fail to
recognize that learning to teach is a continuum of
development (Feiman-Nemser, 2001; Garet, et al, 2001)
•
Only a handful of recent studies (e,g. Adams & Krockover,
1997; Salish I Research Project, 1997; Simmons, et al,
1999; Tillotson, 1996) have specifically examined the links
between science teacher preparation experiences and new
teacher performance in the classroom. These studies were
largely exploratory, focused only on beginning teachers,
and made only modest attempts to examine 7-12 grade
student learning outcomes.
The IMPPACT Project
The IMPPACT Project represents a multi-university,
collaborative research study funded by the National
Science Foundation ($2.5 million) aimed at examining the
linkages between science teacher preparation, classroom
instruction and pupil learning.
•
Partner Institutions:
Syracuse University
University of Iowa
North Carolina State University
•
Interdisciplinary Research Teams:
Science Education Faculty, Science Faculty and Doctoral
Associates at each institution along with a Panel of Experts
The IMPPACT Project
The objectives of the IMPPACT study are:
1)
2)
3)

To better understand secondary science teachers’
learning of content and pedagogy over time as a result of
key interventions within each preservice program;
To assess the subsequent impact of this learning on their
classroom teaching and 7-12 grade student outcomes;
To determine what factors significantly influence
secondary science teachers’ beliefs and practices during
the preservice program and following graduation.
An emphasis will be placed upon examining how formal
and informal learning experiences– in both pedagogy and
content courses– impact teachers’ beliefs and practices.
The IMPPACT Project- Theoretical Framework
Salish I Research Project (Yager & Apple, 1993):
•
Collaborative effort on the part of nine universities from
1993-1996 to investigate the influence of preservice
programs on NTs in their first 1-3 years of teaching.
RESULTS:

A clear disconnect between the student-centered beliefs
held by the subjects and the teacher-centered classroom
practices they exhibited.

A longitudinal study of the impact of preservice science
teacher education programs is needed that follows
teachers beyond the difficult early induction years.
The IMPPACT Project- Theoretical Framework
•
Several studies have shown the strong influence that
teachers' beliefs play in shaping their knowledge,
understandings and practices (Haney, et al, 1996;
Pajares, 1992; Richardson, 1994, 1996; Roehrig & Luft,
2003; Wilson, Floden & Ferrini-Mundy, 2002).
RESULTS:

The area in greatest need for further research involves
studies that combine descriptions of teachers’ beliefs
about effective teaching with observations of the
teachers’ performance in the classroom and their impact
on students’ conceptual understanding (Richardson,
1994, 1996; Wilson, Floden & Ferrini-Mundy, 2002).
The IMPPACT Project- Research Questions
The IMPPACT Project seeks answers to these research questions:
1)
2)
3)
How do specific interventions within preservice science
teacher preparation programs impact the development
of secondary science teachers’ content and pedagogical
knowledge?
What impact do these specific interventions have on
secondary science teachers’ beliefs about effective
instruction as they progress through the stages of the
teacher professional continuum?
To what extent do secondary science teachers
demonstrate classroom practices that are consistent
with their beliefs about effective instruction as they
advance through the preservice preparation program
and into full-time teaching?
The IMPPACT Project- Research Questions
continued…
4)
5)
How closely do the knowledge, beliefs and practices of
secondary science teacher graduates of these preservice
programs correlate with the science achievement gains
of their 7-12 grade students?
What changes occur in secondary science teachers’
beliefs and practices when they are confronted with
external factors during the early stages of their careers,
and how do these factors influence ongoing
professional development needs and retention rates?
The IMPPACT Project- Research Design

This longitudinal study will employ a concurrent, mixedmethods approach (Creswell, 2003) which allows for
triangulation of broad, numeric trends form the quantitative
data with the rich, in-depth detail provided by the
qualitative component of the study.

The multi-level statistical technique of hierarchical linear
modeling (HLM) will be used to effectively measure the
impact of key variables on the subjects participating in the
study (Bryk & Raudenbush, 1992).

Qualitative data will be analyzed using analytic induction
and comparative analysis using a grounded theory
approach (Bogdan & Biklen, 1998; Glaser & Strauss, 1967).
The IMPPACT Project- Sample
The project investigators will randomly sample cohorts of
ten preservice and inservice science teachers at each
university across key stages of the teacher continuum and
study them for four years.
Cohorts (10 subjects per cohort at each university):
1) entry into science teacher education;
2) the candidacy stage of science teacher education
programs including associated field experiences;
3) the early induction period as a new science teacher (years
1-4); and
4) the post-induction period of science teaching (years 5+)

40 teachers per university x 3 universities= 120 Total
The IMPPACT Project- Sample

The post-induction stage teachers (years 5+) at the
University of Iowa will be selected from the pool of teachers
who were participants in the original Salish I Research
Project from 1993-1996  longitudinal comparisons with
their baseline data

The study will also sample faculty in the natural sciences,
general education and science teacher education on each
campus, along with host teachers, 7-12 grade students and
administrators in the school districts where the preservice
and inservice subjects are located.
The IMPPACT Project- Data Collection
Quantitative Instruments/Data:







National Survey of Teacher Education Program Graduates
(NSTEPG), (Loadman, et al, 1999)
Constructivist Learning Environment Survey (Taylor, et al,
1997)
Reformed Teaching Observational Protocol (Piburn, eta al,
2000)
Views on the Nature of Science- Version C (Lederman, et al,
2002)
7-12 grade student achievement exam data
Transcript data for participating teachers
Teacher certification exam data
The IMPPACT Project- Data Collection
Qualitative Instruments/Data:






Interview Maps (Luft, et al, 2003)
Salish Preservice Program Interview (Salish I Research
Project, 1997)
Teachers’ Pedagogical Philosophy Interview (Richardson &
Simmons, 1994).
Classroom observations and field notes
Program documents and artifacts
Lesson and unit plans
Current Research Projects at Syracuse

Key Preliminary Findings:

The increased emphasis on the NYS standards and
assessments has had an overwhelmingly negative impact on
the beliefs and classroom practices of practicing science
teachers in terms of both what and how they teach.

There is a direct relationship between the time out of the
preservice program and the correlation between science
teachers’ beliefs and practices and their original rationale.

The development and defense of the research-based
rationale for teaching science was viewed by all subjects as
one of the most valuable aspects of the SU-STEP Program.
Current Research Projects at Syracuse

Teaching for Understanding Via Action Research (Uludag, N.
& Tillotson, J.W., Future Conference Paper for ASTE 2006)

A study of preservice science teachers (n=9) in the SU-STEP
Program investigating: 1) What type of beliefs about
teaching for understanding do preservice science teachers
have prior to student teaching? ; 2) What are the classroom
performances of preservice science teachers regarding
teaching for understanding?; and 3) How do preservice
science teachers use action research to monitor student
understanding?

Data collection: 15-day unit plan, reflective journals, 2
videotaped lessons, action research paper and poster
Current Research Projects at Syracuse

An Examination of Preservice Science Teachers’ Beliefs and
Practices Concerning Reform-Oriented Instruction (Tillotson,
J.W., Young, M.J., Fidler, C.G., & Diana, T.J., 2005 AETS
Conference Paper)

An 18-month study of an entire cohort of preservice science
teachers (n=9) in the SU-STEP Program from August 2003
through December 2004. The purpose was to examine the
relationship between secondary science teachers’ beliefs
and practices about reform-oriented teaching as they
progressed through the key interventions within the
program.
Feiman-Nemser’s (2001) Central Tasks of Learning to Teach
served as the theoretical framework for the study.

Theoretical Framework
Figure 1. Central Tasks of Learning to Teach (Feiman-Nemser, 2001, p.1050)
Preservice
Induction
Continuing Professional
Development
1. Examine beliefs critically in relation
to vision of good teaching
1. Learn the context – students,
curriculum, school community
1. Extend and deepen subject matter
knowledge for teaching
2. Develop subject matter knowledge
for teaching
2. Design responsive instructional
program
2. Extend and refine repertoire in
curriculum, instruction, and
assessment
3. Develop an understanding of
learners, learning, and issues of
diversity
3. Create a classroom learning
community
3. Strengthen skills and dispositions to
study and improve teaching
4. Develop a beginning repertoire
4. Enact a beginning repertoire
4. Expand responsibilities and develop
leadership skills
5. Develop the tools and dispositions to
study teaching
5. Develop a professional identity
Current Research Projects at Syracuse
 These “Central Tasks” recognize the fact that the beliefs
that preservice teachers bring to their teacher preparation
program influence what they are able to learn from those
professional development experiences.
 They are also developmental in nature and reflect the
changing emphases as one progresses through the teacher
professional continuum.
Research Questions
1) How do preservice science teachers’ beliefs about reformoriented science instruction change over time as a result of
specific learning experiences within the SU-STEP Program?
2) How closely do the beliefs held by these preservice science
teachers coincide with their classroom practices exhibited
during full-time student teaching at the conclusion of the
SU-STEP Program?
The Study

Sample—Nine preservice science teachers in a MS teacher
certification program at Syracuse University.

Timeframe—These subjects were followed for a period of
18 months throughout their entire 40-semester hour
certification program from August 2003 through December
2004.
Research Design

The study is using a mixed-methods design involving the
collection and analysis of both qualitative and quantitative
data (Creswell, 2003).

The numerical data gathered from this study are being
analyzed using descriptive and statistics, while the
qualitative sources of information are being subjected to a
rigorous analytic induction process (Glasser & Strauss,
1967; Yin, 2000).

Multiple sources of data are being gathered in an effort to
triangulate the findings (Bogdan & Biklen, 1998).
Data Sources

Research-Based Rationale for Teaching Science

Science Teacher Beliefs Questionnaire (Shymansky, Yore,
Anderson & Hand, 2001)

Student Teaching Videotapes and Supervisor Evaluations

Lesson/Unit Plans

In-Depth Interviews
Study Progress

Assessment of research-based rationale and the Science
Teacher Beliefs Questionnaire is complete.

Based on Feiman-Nemser’s (2001) central tasks of learning
to teach in the preservice category, a number of themes
have emerged from the rationale statements concerning
these preservice teachers’ beliefs about effective science
instruction.

The interviews are being transcribed, and the analysis
of the lesson plans, videotapes and supervisor
evaluations is underway.
Preliminary Results

Examining beliefs critically in relation to one’s vision
of good teaching:
– The teacher must create a safe, comfortable learning
environment.
– Learning science should be preparation for life and
students should learn the applications of science.
– The teacher should play the role of a facilitator of
learning.
– National and state science education standards should
govern a science teachers’ work with the goal being to
create a learning environment based in the principles
of inquiry.
Preliminary Results
Developing subject matter knowledge for teaching:

–
The nature of science is essential for students to learn
as it pertains to the history of the field and how the
discipline of science operates.
–
Teachers should know about the interrelationships
between science, technology and society as a means of
increasing student motivation and interest in learning
science.
Preliminary Results

Developing a beginning repertoire:
–
–
–
–
–
–
–
–
Cooperative learning and group work are effective teaching
tools.
The Learning Cycle approach is an effective strategy for
promoting inquiry.
Students should be taught using a variety of reform-oriented
instructional methods (e.g. inquiry-based labs, field trips, handson investigations, designing their own experiments, Think-PairShare exercises, student journaling, etc.)
Authentic assessment strategies should be used both formatively
and summatively.
Teachers must ask open-ended, higher-order questions and use
appropriate wait-time.
A classroom code of conduct with associated consequences for
misbehavior should be developed with student input.
Classes should frequently be discussion-based and involve
activities such as student role-plays, presentations, and debates.
Science should be made relevant to the students through the use
of local issues and events as well as an analysis of science in the
media.
Preliminary Results

Developing knowledge of learners and learning:
- All individuals learn in their own unique way according to
their preferred learning style.
- Teachers must adapt their curriculum to meet the diverse
learning needs of all students.
- When students perceive science to be relevant to their lives,
their motivation to learn increases.
- Students’ prior knowledge and experiences are the keys to
the construction of new knowledge in school science.
Preliminary Results

Developing the skills to study teaching:
–
–
–
–
Teachers should solicit feedback from students
through
anonymous surveys and evaluation
forms.
The use of reflective journaling is an effective tool
for teachers to examine their practices.
Peer teacher evaluations provide important
feedback on ways to improve practice.
Teachers should actively participate in continuing
professional development experiences such as
hosting a student teacher, attending workshops,
and conducting action research.
Preliminary Results
Subscale
Table 1: Descriptive
Statistics for Preservice
Teachers’ Beliefs and
Perceptions
Table 2: Individual
Preservice Teacher
Scores on the Four
Subscales
Range
Mean
Standard
Deviation
Min/Max
Scores
Max Possible
Score
Using Children’s Ideas
21
47.000
6.519
36/57
70
Promoting Purposeful
Inquiry
5
52.889
1.833
50/55
70
Making Relevant &
Meaningful Connections
7
37.444
2.651
35/42
45
Promoting Conceptual
Change
10
25.667
2.784
19/29
40
Pre
Teacher
Using Children’s
Ideas
Promoting
Purposeful Inquiry
Relevant & Meaningful
Connections
Promoting
Conceptual Change
A
56
54
42
27
B
49
55
35
29
C
45
53
35
25
D
57
55
40
26
E
36
51
35
25
F
47
54
36
27
G
45
53
38
27
H
42
50
40
26
I
46
51
36
19
Early Trends

Strong emphasis on the importance of using children’s ideas
expressed in the rationale papers, but the surveys show a mean
of 47 out of a maximum 70 on the survey.

Extremely small range of scores (5), on the survey sub-scale
promoting purposeful inquiry which is consistent with the
importance placed on teaching through inquiry described in the
rationale papers.

Rationale papers all address constructivism, student-centered
instruction, and the value of conceptual change teaching, yet
surveys show a low mean score (25.667 out of max. 40) on the
promoting conceptual change sub-scale.
Future Research

Conduct longitudinal studies of the subjects in these
three key studies to track trends over time.

Conduct parallel studies of preservice program outcomes
at other institutions to compare and contrast how
different types of preservice science teacher education
program experiences influence science teachers’ beliefs
and practices over time.
Questions?