PEL – Promoting Educational Leadership in Climate Science Bob Bleicher Julie Lambert Steve Getty...
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Transcript of PEL – Promoting Educational Leadership in Climate Science Bob Bleicher Julie Lambert Steve Getty...
PEL – Promoting Educational Leadership in Climate Science
Bob Bleicher Julie Lambert Steve Getty Bill Dabbs Carol Fujita Nathan InouyeBill Patzert Brian Soden Dan Zalles Kathy Comfort
CSU Channel Islands Florida Atlantic U BSCS Oxnard Union High School District JPL U of Miami SRI WestEd
PELPowered by
PEL Priorities (Goals)
• Nurture critical thinking skills;• Develop climate science literacy;• Increase student interest in science and STEM
careers; • Energize the achievement opportunity in
science for Hispanic students; • Establish an authentic science discourse in
everyday classroom instruction; • Build teacher leadership capacity at their
schools.
Outputs (Activities)
• PEL leverages three NICE projects with a high school district, providing teacher professional development, student learning opportunities, and interaction with NASA scientists.
• The teachers interact with scientists and NICE resource developers in a 5-day Summer Institute.
• They then practice what they learned in a 2 - day Summer Camp with high school students
• Conduct NASA-enriched lessons with their classes during the regular school year. For student learning, the focus is on scientific argumentation using authentic NASA data.
Theoretical Framework• The expectancy-value theory of achievement motivation (E-V-C) (Flake, 2011;
Wigfield & Eccles, 1994) provides a theoretical framework for the research.• Expectancy (E): degree to which a student has feels they will be successful in
school; Value (V) indicates students’ sense that school is worthwhile; Cost (C) is the perceived sacrifices or factors that can inhibit, a successful performance at school.
• The E-V-C measures give insight into student achievement (A) and interest (I) in science (Hulleman & Harackiewicz, 2009), with direct relationship to continuing STEM study and careers.
• Research methodology (Huberman & Miles, 2002): three functions: 1) Reduce the data to a subset of information (categories); 2) Display (matrices, maps, summaries) this information in a manner that facilitates group discussion and notation of consensus upon emerging patterns; 3) Draw and verify conclusions. The multiple sources of qualitative and quantitative data allow for triangulation of findings, which helps establish a measure of validity and trustworthiness to final findings and project evaluation (Bleicher, 2012).
Research Questions Data Sources (E-V-C, A Theory)Student OutcomesIs there evidence that students are more climate science (CS) literate after PEL participation?
- Climate science survey (E)- Student presentations (V, C, A)
Are there gains in science achievement scores among students in participating teachers’ classes?
- District benchmark and teacher classroom assessments (A)
- CS Knowledge Instrument (A)Does participating in PEL increase the likelihood that students will enroll in college STEM programs?
- University enrollment data (V, C)- Student survey (E, V)
How does PEL affect students’ CS knowledge and ability to communicate sound arguments?
- CS Knowledge Instrument (E, A)- Student work samples (V, A)- Videotaping student debates (V, A)
Teacher Outcomes
Are teachers better prepared to teach CS ?- CS Knowledge Instrument (A)- Teacher reflection journals (E, V, C)
Are there changes in teachers’ self-efficacy?- Efficacy Belief Instrument (E, V)- Teacher survey, journals (E, V, C)- Teacher focus group (E, V, C)
Does PEL support collaborative teaching?- Teacher surveys (E, V, C)- Teacher focus group (E, V, C)
Curriculum Resources Outcomes
What are strengths and weaknesses in each of the 3 specific resources (Teacher’s perspective)?
- Interviews (E, V, C)- Videotaping PLC meetings (E, V, C)- Teacher surveys (E, V, C)
What are specific resource features that contribute to learning (Student’s perspective)?
- Classroom observations (V, C, A)- Interviews (E, V, C)
Program Outcomes
How successful is the PEL partnership?- Lead and partner agency staff interviews;
observations at meetings
Julie Lambert, FAU
Dan Zalles, SRI
Fossil C
Before 1850
Modern(2005-2009)
ocean
atmosphere
land ocean
atmosphere
Fossil C
land
Carbon ConnectionsSteve Getty, BSCS
Summer Institute & Camp 2012
• I was a fence-sitter on all this climate change, but the data has convinced me.
• Being able to try out new techniques with actual students during the camp was a winner. How you imagine it will go and how it will actually go are often two different things!
• Interacting with real scientists was a highlight.• I feel empowered with all this info.• Mean Overall Rating SI = 10; Camp = 9 (out of 10)
Brian Soden with a worried volunteer
Bill Patzert – Global warming is the real deal
Bob Bleicher [email protected] CSU Channel Islands