Evaluating Science Research Experience For Teachers Programs and Their Effects on Student Interest and Academic Performa
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Evaluating Science Research Experience For Teachers Programs and Their Effects on Student Interest and Academic Performance: A Preliminary Report of an Ongoing Collaborative Study by Eight Programs Jay Dubner & Samuel C. Silverstein Columbia University, New York, NY Nancy Carey & Joy Frechtling Westat, Inc., Rockville, MD Tamra Busch-Johnsen Business Education Compact, Beaverton, OR Jeannie Han & George Ordway University of Texas, Dallas, TX Nancy Hutchison Fred Hutchinson Cancer Center, Seattle, WA Janet Lanza & Jim Winter University of Arkansas, Little Rock, AR Jon Miller Northwestern University, Chicago, IL Paul Ohme & James Rayford Georgia Institute of Technology, Atlanta, GA Kathryn Sloane Weisbaum Consultant to Westat, Inc, Rockville, MD Kaye Storm Industry Initiatives for Science and Math Education, Cupertino, CA Elda Zounar Idaho National Engineering and Environmental Laboratory, Idaho Falls, ID ABSTRACT Formal programs that provide research experiences for teachers (RET) have been in existence for more than 20 years. Currently there are more than 70 formalized Scientific Work Experiences Programs for Teachers (SWEPTs) nationwide. [1] The underlying assumption of most RETs is that these intensive summer work immersion experiences, coupled with appropriate follow-up activities during the school year, expand teachers’ professional skills and networks, and thereby improve the performance of their students. Many SWEPTs have collected anecdotal evidence indicating their program’s positive impact on teachers. Missing from all SWEPT evaluations is quantitative evidence that teacher participation in these programs affects student interest and performance in the subject taught by the SWEPT teacher. As professional evaluators attest, it is difficult to differentiate the roles of teachers and teaching practices in changing student academic interest and performance from other factors (e.g., curriculum, school administration, non-random assignment of students, etc.). This study controls for many of these factors by comparing interest and achievement of students in classes of SWEPT teachers with students in classes of GG3.6.1
comparison teachers in the same school and teaching the same subject. The study’s longitudinal design is commensurate with the philosophy and practices of the participating SWEPTs. INTRODUCTION Qualified science teachers are in short supply. SWEPTs provide a mechanism for elevating the performance of both new and experienced science teachers and for motivating experienced science teachers to remain in teaching. The findings that are emerging from this study will enable administrators, educators, policy makers, and corporations to determine whether further investments in SWEPTs can improve the quality of science education in U.S. schools, and thereby elevate student interest and achievement. Teacher expertise is one of the most important factors in raising student achievement, [2] and investing in teachers is the most cost-effective way to accomplish this goal. [3] SWEPT Programs continue to receive
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