Challenges and Opportunities in Evaluating Two MSP Projects
Teacher and student data indicate that both projects are successfully addressing the hypothesis (claim) that sustained, intense teacher professional development can increase the use of inquiry teaching and learning of science and mathematics. Further, although not reported here, findings suggest that, in most cases, students of teachers who have this type of PD experienced positive changes in attitudes and interest. Last, such changes are possible in large, inner-city schools. Much has been learned from the evaluation perspective as well. For example, team-work in relation to data collection and strict control of instruments are critical for clean, reliable data. Second, appropriate statistical analyses are critical for such projects. Third, evaluators and project personnel must communicate regularly and often in order to ensure that instruments are not changed and that new strategies, usually due to changes at the school or district level, do not compromise the evaluation or, more importantly, the project's progress in meeting its goals. Finally, findings from both projects support the following premises of NSF's MSP initiative: 1) enhanced teacher content knowledge is key to improving student learning (reported in another submission); 2) the quality and quantity of active inquiry enhance student learning, attitudes, and interest; 3) changes in teaching and learning need at least a five-year support period as well as a support network of colleagues; and 4) internal and external evaluations are needed to provide evidence.
References:
Kahle, J.B., Li, Y., Marks, P.A., McFaddin, J. (2008). University of Pennsylvania's Master
of Science in Chemistry Education (MCE) Project: A Follow-Up Report. Oxford, OH: Miami University, Ohio's Evaluation & Assessment Center for Mathematics and Science Education.
