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Research Pedagogical Labs (RPLs) College of Science Mathematics, Science Partnership (MSP)

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Research Pedagogical Labs (RPLs) College of Science Mathematics, Science Partnership (MSP). Underlying Research Assumptions: Scientific research for all sciences is a continual process of rigorous reasoning supported by interplay among methods, theories, and findings.

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slide1

Research Pedagogical Labs (RPLs)

College of Science

Mathematics, Science Partnership (MSP)

slide2

Underlying Research Assumptions:

  • Scientific research for all sciences is a continual process of rigorous reasoning supported by interplay among methods, theories, and findings.
  • Scientific research requires field trials in natural settings.
  • Mathematics and science educational research demands direct investigation of learning in school environments.
  • Schools are the field laboratories for mathematics and science educational scientists.
  • Educational research is multilayered, constantly shifting, and occurs within interactions among institutions.
slide3

Underlying Assumptions for Research-Based Change in Schools Through RPLs:

  • Teachers are the change agents in schools. Cognitive engagement, development of research skills, and critical inquiry are necessary for sustained school change.
  • Teachers learn from living practical experiments and doing research in their own environments.
  • Teachers learn from informal and formal mentoring within their school environment.
  • A critical mass of teachers can create and maintain change in schools through peer influence.
  • Teachers need constant mentoring and support for success in their classroom research efforts.
  • Faculty research interest develops when working in schools.
slide4

Current RPL Models

Selection Criteria

  • Teacher Interest Model (TI)
  • Teachers request professional development and research assistance.
  • Administrative Model (A.M.)
  • Campus Administrators request
  • research teams to investigate
  • specified problems in schools.
  • Administrative Teacher
  • Team Model (ATT)
  • Combined interest and request from administrators and teachers
  • Faculty Research Initiative (FRI)
  • Faculty research interest drives the work.
slide5

Original Set of RPLs and Faculty Mentors

Wiggs Middle School (FRI) Henderson Middle School (AM)

Tchoshanov and BlakeLesser, Blake, and Suskavcevic

El Dorado High School (TI) America’s High School (ATT)

Hagedorn, Starks, and SuskavcevicWinsor and Saez

Bowie High School (ATT) Andress High School (ATT)

Hamed Blake, Holmes, and Hagedorn

Satellite RPLs(Resulted from interest in the original RPL work)

Ranchland Middle School (TI) Ysleta Middle School (TI)

BlakeMartinez, Hagedorn, and Barbee

Montwood High School (ATT) Ysleta High School (TI)

Blake Saez

El Paso High School (TI)

Blake and Holmes

slide6

Number of Teachers and Students Involved

Teachers Students

Wiggs Middle School 9 760

Henderson Middle 13 1120

El Dorado High School 11 1350

Andress High School 14 1400

Bowie High School 3 150

Americas High School 4 400

Ranchland Middle School 5 445

Ysleta Middle School 5 437

Montwood High School 6

Ysleta High School 2 300

El Paso High School 1 250

slide7

RPL Faculty Activities

  • Development of an environment of critical inquiry in schools.
  • Research instrument design (pre and post content tests, interest inventories, observation protocols, self efficacy scales, and concept inventories.
  • Design and guide research projects.
  • Grant writing.
  • Dissemination of results. (Papers, presentations, web pages, professional development sessions, and extensions of successful research findings.)
  • Planning meetings with teachers and administrators.
  • Bi-Weekly meetings of UTEP Faculty Mentors to discuss research and grants.
slide8

Inquiry Projects

  • Andress High School
  • Predictive Indicators of High School Biology Student Failures
  • The Influence of a Texas Instrument Screen Panel on Student Understanding in a Science Class
  • The Use of Probes as a Technological Teaching Tool in a High School Chemistry Laboratory
  • The Use of Technological Probes in a Pre A/P Class in Physics to Increase Student Learning
  • The Effect of Circadian Rhythm on Student Learning in a High School Science Population
  • The Relationship of Parental Involvement to Mathematics and Science Achievement with High School Students.
slide9

Wiggs Middle School

  • The Influence of Developmental Levels of Thinking on Understanding of Advanced Mathematical Concepts in Middle School Students
  • Investigation of Conceptual and Procedural Based Curricula among 7th Grade Students at a Predominantly Hispanic Populated Middle School
  • Conceptual Calculus Understanding Study
slide10

El Dorado High School

  • The Influence of Integration of Physics Concepts into a Biology Course Concerning Physics Course Taking Patterns
  • Creating a Scientific Community Using Local Ecological Awareness
  • Student Perceptions of Science Preparation in Middle School
  • Protein Crystal Experiments
slide11

Henderson Middle School

  • Motivational Influences on Middle School Mathematics Students Achievement on a State Mandated Test
  • The Relationship of Teacher Mathematics Content Background on Achievement on a State Mandated Test of Students Mathematical Skills
slide12

Bowie High School

  • Development and Implementation of a Balanced Conceptual and Procedural Curriculum in Algebra Classes at a Predominantly Hispanic Populated High School to Increase the Success Rate of Students Passing the End of Course Exam Mandated by the State of Texas (BCPC)
  • Students’ Perceptions of Barriers to Learning Mathematics
slide13

America’s High School

  • The Impact of the Connected Mathematics Project (CMP) Curriculum in High School Algebra Courses(First place award in Student Research Expo)
  • Correlational Relationships Among Benchmark, Teacher Designed and State Mandated Tests
slide14

Ranchland Middle School

  • Students Perceptions of a Relationship Between Young Adult Fiction and Science Literacy

Ysleta Middle School

  • Does Hands-On Science in Your Own Backyard Improve Self-Efficacy Beliefs and Science Learning?
  • Student and Teachers Perceptions of the Inhibitors to Success in Science and Mathematics Learning
  • The Effect of a Standardized Reading Program on Science Achievement on State Mandated Tests
slide15

Ysleta High School

  • Correlational Relationships Among Benchmark,
  • Teacher Designed and State Mandated Tests
  • (replication at Americas)

El Paso High School

  • The Effect of Circadian Rhythm on Student Learning
  • in a High School Science Population (Replication at Andress)
slide17

Lessons Learned

  • Teacher placement is more stable than administrators.
  • Cognitive engagement of teachers sustains and disseminates the research agenda.
  • Faculty cooperative teaming is vital to success of research in the schools.
  • Research starts with a small group and grows when teachers understand the inquiry process and why it is important to their teaching.
  • University educational scientists have to work in the schools to link research to relevant theories and real world practice.
slide18

Future Plans

  • Sustainability
  • Faculty expand to district groups (Winsor works with all Socorro Mathematics teachers).
  • Mathematics, Engineering, Science Academy – Science of Learning (MESA-SOL).
  • Development of Ph.D. Program in Engineering, Mathematics, and Science Education.
  • Curriculum Development (Visual Calculus )
  • Establish and implement research agenda dealing with the Science of Learning
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