Preliminary analysis of Pilot data from Teacher surveys, concept maps and student survey/tests indicates:
- Findings from analysis of concept maps indicate a significant change in teacher knowledge over time in relation to amount and/or number of
- content specific knowledge,
- links between concepts on the map
- integration of concepts
- super-ordinate relationships identified, and
- breadth and depth of knowledge.
Teacher Attitudes, Motivation, & Practice
- Both groups reported increased endorsement of constructivist practices over time and decreased endorsement of didactic practices in their science teaching. No other differences were found.
- There were no interactions found to suggest that the two-week group had more positive attitudes and motivation over time than the one-day group.
- Overall students whose teachers participated in the K20 SCIENCE PD model scored significantly higher on the science process test than students whose teachers attended the one-day workshop.
- Use of technology in the classroom and being in a suburban school was also associated with increased test scores.
O’Hair, M.J., & Reitzug, U.C. (2006). Working for social justice in rural schools: A model for science education. International Electronic Journal for Leadership in Learning, 10(28).
Greene, B. A., Lubin, I.A., Slater, J., & Walden, S. E. (2009). Mapping Changes in Science Teachers’ Knowledge: Concept Maps and Authentic Professional Development. Paper submitted for publication in Journal of Educational Research.
Atkinson, L., Cate, J.M., O’Hair, M.J., & Slater, J. (In press). K20 Model: Creating networks, professional learning communities, and communities of practice that increase science learning. In S. Mundry & K. Stiles (Eds.). Professional learning communities in science. San Francisco, CA: WestEd.
O’Hair, M. J., & Reitzug, U. C. (2008). A neglected dimension of social justice: A model for science education in rural schools. In A. Normore (Ed.), Leadership for social justice: Promoting equity and excellence through inquiry and reflective practice (pp. 149-165). Charlotte, NC: Information Age Publishing.
Greene, B. A., Walden, S. Slater, J., Lubin, I., and M. Keesee, I. (2008). Using Concept Maps to Capture Changes in Science Teachers’ Content Knowledge: Authentic Professional Development for Science Teachers
Greene, B. A., M. Keesee, I. Lubin, S. Walden and J. Slater (2008). Collaboration Between Science Teachers and University Scientists: Inquiry-oriented Professional Development.
Keesee, M.S., Slater, J. Greene, B., Cate, J., Atkinson, L., and O’Hair, M.J. Increasing Student Process Scores for K20 Science Teachers.
K20 Center. (2007). NSF REESE – KREST Institute 2007: Participant Evaluation of Two-Week Workshop.
K20 Center. (2007). NSF REESE – PIC Workshop 2007: Participant Evaluation of One-Day Workshop.
K20 Center. (working). NSF REESE – KREST Institute 2008: Participant Evaluation of Two-Week Workshop.
K20 Center. (working). NSF REESE – PIC Workshop 2008: Participant Evaluation of One-Day Workshop.
- University Council for Educational Administration (UCEA) annual
- meeting, November 2006;
- K20 Center's 10th Annual Winter Institute, January 2007;
- K20 Center's Leadership Seminar, February 2007;
- New DEEL conference, Temple University, February 2007;
- Big 12 Educational Research Conference, March 2007;
- National Science Education Leadership Association, March 2007;
- Annual Report: 0634070
- K20 Center's Rural Science Initiatives (REESE) and the
- Amiens/Picardi Region of France, March 2007;
- American Educational Research Association presentation, April 2007
- OU's Deans' Council, April 2007;
- Cooperative Council for Oklahoma School Administrators, June 2007;
- University of Aberdeen, Scotland, June 2007;
- Oklahoma Alternative Schools Conference, June 2007.
- K20 Center, Open House, September 27, 2007
- Changing the Course of Science Education, 2007 National Leadership Development and Strategic Planning Symposium on K-16 Science Education for State Teams, September 30-October 2, 2007, Washington, DC.
- New Jersey Science Convention, Somerset, New Jersey, October 9, 2007
- Global Education Conference, Rose State College, November 3, 2007
- Annual meeting of the National Communication Association, Chicago, November, 2007
- University Council for Educational Administration, Washington DC, November 17, 2007
- K20 Center’s 11th Annual Winter Institute, January 2008
- New DEEL (Democratic Ethical Educational Leadership) Conference, Temple University, February 15, 2008
- National Science Education Leadership in Boston, March 26, 2008 in conjunction with the 2008 National Science Teachers Association (NSTA) Conference.
- American Educational Research Association Conference, New York, March 2008
- Phase I Leadership Seminar, K20 Center, April 2-3, 2008
- O’Hair, M. J., & Atkinson, L. Invited presentation to National Science Board, Washington D.C., May 2008
- Atkinson, L. "Integrating Authentic Research Experiences into Classroom Practices". Presented at the New Jersey Science Conference, Somerset, New Jersey, October 15, 2008.
- CCOSA Secondary Principal's Winter Conference, November 12, 2008.
- M. Keesee, B. Greene, J. Slater, J. Cate, L. Atkinson, M.J. O’Hair and H. D. O’Hair “Increasing Student Process Scores for K20 SCIENCE Teachers”. Presented at the K20 Center Engaged Research Conference, Norman, Oklahoma, November 14, 2008.
- B. Greene, M. Keesee, I. Lubin, S. Walden and J. Slater “Collaboration between Science Teachers and University Scientists: Inquiry-Oriented Professional Development”. Presented at the K20 Center Engaged Research Conference, Norman, Oklahoma, November 14, 2008.
- K20 Center's 12th Annual Winter Institute, January 2009.
- Greene, B. A., Lubin, I., Slater, J., Walden, S. E., & Keesee, M. S. (July, 2009). Using concept maps to capture changes in science teachers’ content knowledge: Authentic professional development for science teachers. Paper presented at the Sixteenth International Conference on Learning in Barcelona. Spain.
- Walden, S. E., Greene, B. A., Slater, J., Lubin, I., & Keesee, M.S. (August, 2009). Collaboration between science teachers and university scientists: Inquiry-oriented professional development. To be presented at the 2009 Biennial Conference meeting of the European Association for Research on Learning and Instruction, Amsterdam, the Netherlands.
The intent of the study was not to develop marketable instruments or materials. However, both were developed to conduct the study. In particular the assessment tools will be products that will be useful beyond this study. Additionally, the professional development model studied was further articulated by this research for future applications and more evidence of the replicability of the model related outcomes.