Challenges and Opportunities in Evaluating Two MSP Projects
2. Claims Examined
Both projects focused on three basic claims or hypotheses: 1) Inquiry teaching enhances student learning; 2) Sustained teacher professional development enhances the quality as well as the quantity of inquiry instruction; and 3) Positive changes are possible in large, inner-city schools. However, the projects differed in approach. The PennSTI project is the sequel to Penn's very successful Master of Chemistry Education project (Kahle, Li, Marks, & McFaddin, 2008). It involves extensive and sustained PD for teachers over three years and results in a master's degree in science or in chemistry. The MSPinNYC also is based on a successful project at Hunter College. Its approach is less intensive, but similar. Summer institutes for students (who failed a NY State Regent's exam) are instructed by faculty and teachers, who participate as members of Teacher/Researcher Teams (TRT). A variety of short-term PD also is conducted during the school year for all science and mathematics teachers in selected schools (called Hub schools). Teachers do not earn master degrees, but some participate multiple years. The challenges for the evaluation of both projects include: collecting 'clean' data from a variety of settings; using data analyses that control for various cohorts and locations (Item Response Theory-Rasch Model); and counseling the principal investigators concerning adapting and changing instruments, consistency in design and strategies across years, and types of demographic information needed.
