Scaling Up Instructional Improvement Through Teacher Professional Development: Insights From the Local Systemic Change Initiative

There is a widespread view in the research and policy communities that the quality of mathematics and science instruction offered to students in the United States is low. The widely discussed results of the Trends in International Mathematics and Science Study (TIMSS) suggested that the reasons for American students’ poor performance in mathematics and science are complex, but at least partly due to weaknesses in the knowledge and skills of those teaching the subjects. In order to enhance teaching in these content areas, states and school districts need to act on what research has discovered about professional development (PD) and instructional improvement. The purpose of this brief is to share results from a major PD effort that extend our understanding of what is entailed in creating improvements at scale

Incorporation and Evaluation of Authentic Research Experiences into the Curriculum through Development of a Theory of Action

A theory of action outlining undergraduate research program inputs and desired outcomes was developed and used to guide implementation of Course-Based Undergraduate Research Experience (CURE) sections and to create assessment tools to measure attainment of program goals in both apprentice-model undergraduate research and CURE. Student survey results for these two research programs were compared and suggest that many aspects of the academic goals such as designing an experiment, using equipment, collecting and analyzing data, and collaborating with others were achieved in both groups. Regarding the relationship with mentors, both groups reported receiving academic advisement in course selection and career options. Students in the apprentice-model program were more likely to discuss managing time, establishing career goals, networking, applying to graduate school, and building professionalism with their mentors. Students in the apprentice-model program also reported more time working with their research mentor, a higher quality research experience with their mentor, greater gains in communicating research findings, and more confidence in their research ability and future career path, at a statistically significant level. This approach and information may be useful to faculty mentors in improving the undergraduate researcher experience

Science Education in the United States by

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