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Important Note: This is a working draft document developed by fellows for fellows. It is currently being reviewed by CLTW faculty, so use this information with caution until it is officially approved. Please direct questions concerning this document's content to the appropriate program coordinator. Please send corrections or additions to cltw@csmate.colostate.edu. This document can be found at http://www.csmate.colostate.edu/cltw/fellows Last updated Novembert 14, 2003 |
a. Handbook Description
b. Overarching CLT Program Mission
c. CLTW Project Summary
d. CLTW Graduate Program Mission
e. Contact information for prospective applicants
Section 2 - Faculty
a. Names, University Affiliation, Research Interests, and Roles/Responsibilities
Section 3 - Graduate Program Options
a. Doctoral Fellows
b. Evaluation Fellows
c. Postdoctoral Fellows
d. Faculty Fellows
Section 4 - Graduate Program Procedures
a. Course Requirements
b. Triad Course Descriptions
c. Logistics (registration, credit transfer,
tuition, time requirements)
d. Graduate Committees
e. Frequently Asked Questions
Section 5 -Research Requirements
a. Introduction
b. Topic Development
c. Application/Approval Process
d. Internal/External Funding Mechanisms
e. Human Subjects Review
f. Resources (research coordinators, research
forum)
g. Methodological Support
h. Dissemination
Section 6 - Professional Development Opportunities
a. Organizations
b. Journals
c. Conferences
d. Workshops
Section 7 - Program Resources
a. NSF Proposal
b. Year 1 Annual Report
c. Research Strategic Plan
d. Doctoral Application
e. Website Links
f. CLTW Directory
g. CSU Campus Information
1a. Handbook Description
This handbook is intended as a guide to the policies and procedures of the Center
for Learning and Teaching in the West (CLTW). Specifically, it provides:
1b. Overarching CLT Program Mission
To develop and support a new generation of educational leaders who will use
their knowledge of mathematics, science, and pedagogy to improve teaching and
learning.
CLTW is a project sponsored by The National Science Foundation through the Centers for Learning and Teaching Program (CLT). The Centers for Learning and Teaching program addresses the need to enrich and diversify the national infrastructure for standards-based science, technology, engineering, and mathematics (STEM) education. One goal is to increase the number of K-12 educators prepared in content, pedagogy and assessment methodologies. A second goal is to regenerate leadership and research in mathematics, science and technology. The Centers encourage the development of new faculty in preparing graduate students in areas of critical national need to eventually assume leadership roles. Each Center has a specific concentration but all offer an environment that merges education research, high-quality professional development, and the teaching of innovative instructional practices. Each CLT consists of a doctoral degree-awarding university and one or more school districts, plus partnering organizations. The ten Centers are listed below:
1. Center for Assessment and Evaluation of Student Learning
2. Center for Curriculum Materials in Science
3. Center for Informal Learning and Schools
4. Center for Inquiry in Science Teaching and Learning
5. Center for Learning and Teaching in the West
6. Center for Proficiency in Teaching Mathematics
7. Information Technology in the Teaching and Learning of Science
8. Mid-Atlantic Center for Mathematics Teaching and Learning
9. The Appalachian Collaborative Center for Learning, Assessment, and Instruction
in Mathematics
10. The Diversity in Mathematics Education Center for Learning and Teaching
1c. CLTW Project Summary
The Center for Learning and Teaching in the West is a consortium of five universities--
Portland State University, Montana State University, the University of Montana,
Colorado State University and the University of Northern Colorado -- in partnership
with Ft. Belknap College (Montana), other community and tribal colleges, the
Portland Public Schools, and rural and reservation schools in Montana and Colorado.
The goal of this multi-state and multi-institutional consortium is to increase
the number of qualified mathematics and science teachers; provide professional
development and support to mathematics and science teachers in low-income and
high minority schools in both inner cities and rural schools in the West; investigate
how technology can improve graduate education programs; and better prepare leaders
in science and mathematics education.
To this end, the Center has established a multi-university program that adds value to existing doctoral and post-doctoral science, mathematics, and science/mathematics education programs at the five university campuses. The Center has created a multidisciplinary group of doctoral and postdoctoral fellows who participate in research and field work and participate in the Center's core curriculum and onsite internships designed to complement and enhance their discipline-based education and research. The Center also supports cohorts of faculty fellows who conduct research, team teach new courses, and/or work with colleagues on the reform of upper division science and mathematics courses required of preservice teachers.
As part of its professional development focus, the Center has developed integrated graduate courses for in-service science and mathematics teachers in all three participating states designed to improve teachers' content knowledge in their discipline while improving their understanding of standards-based instruction and new assessment strategies. Participating schools host onsite inquiry teams of center Fellows, resident science and mathematics teachers, and other educational leaders that meet regularly during the school year to investigate issues of importance to the school and science and mathematics education in general. The Center has also developed a program to address the needs of pre-service teachers by focusing on the alignment of upper division courses with the standards and by providing more peer teaching. In addition, providing earlier teaching experiences in the field may help to recruit more students into the teaching profession.
All Center programs include an emphasis on research to ensure that all participants learn to value the importance of research and evaluation in all educational programs. All Fellows are assigned to cross-disciplinary research teams which will investigate the four basic research themes within the Center:
It is envisioned that the Center will increase both the number of qualified mathematics and science teachers and the number of qualified individuals in positions of educational leadership. As importantly, the Center will result in a stronger educational infrastructure in the West, with improved undergraduate and graduate coursework and a better understanding of the role technology can play in the delivery of these courses to benefit all teachers and students, particularly those in inner cities and in reservation and/or rural schools. Ultimately, the Center's emphasis on research and assessment will result in improved teaching and learning for all students in the West as well as at schools and universities around the country as the results from the Center are disseminated nationwide.
1d. Graduate Program Mission
CLTW believes the following ideas should guide the work surrounding Professional
Development with and for the Fellows:
a. All fellows need to have the opportunity to be grounded in classroom practice
b. The research the fellows “do” needs to inform “practice”
c. The course work the fellows are taking must model the best practices in Professional
Development
d. No two Professional Development experiences will look the same
All Professional Development experiences must be the outcome of collaborative
conversations among ALL stakeholders:
a. the fellow
b. the classroom teacher
c. the University advisors/instructors
It is important that the fellow’s advisor:
a. Understand the goals of the grant
b. Understand the goals of the school site where the fellow is placed
c. Makes sure the research project is formulated so it is both – General
enough to be publishable and narrow enough to inform the needs of the
school site
1e. Contact Information for Prospective Applicants
CLTW has funds to support research and associated activities in support
of leadership in mathematics and science education. Prospective applicants for
CLTW Fellowships should be doctoral students or post-doctoral research associates.
Levels, durations, and types of support vary according to campus needs and resources.
All applicants must consult with the appropriate CLTW Fellows Coordinator from
each of the respective campuses prior to submitting an application. These same
people will forward the completed application to the Center review committee
on each campus, and subsequently inform applicants about the status of their
application. The CLTW Fellows Coordinators are:
Colorado State University: Dr. Ed Geary, egeary@csmate.colostate.edu
Montana State University: Dr. Elisabeth Swanson, eswanson@montana.edu
Portland State University: Dr. Ron Narode, naroder@pdx.edu
University of Montana: Dr. Libby Krussel, krussel@selway.umt.edu
University of Northern Colorado: Dr. John Moore, jcmoore@unco.edu
Research is a key component of the CLTW fellow program. The following directory
outlines the areas of interests of the Center's faculty. A directory with complete
contact information for all of participants in the Center is included in the
appendix of this handbook.
COLORADO STATE UNIVERSITY
Brian Cobb; Discipline: Education; Team(s): Research
*Ed Geary; Discipline: Earth Resources; Team(s): Professional Development,
Leadership
Rick Ginsberg; Discipline: Education; Team(s): Curriculum Development
Christine Jones; Discipline: Education; Team(s): Pre-service
Karen Kaminski; Discipline: Instructional Design
Chance Lewis; Discipline: Education
Bill Timpson; Discipline: Education; Team(s): Curriculum Development
MONTANA STATE UNIVERSITY
John Amend; Discipline: Chemistry Education
Maurice Burke; Discipline: Mathematics; Team(s): Curriculum Development
Ann DeOnis; Discipline: Education; Team(s): Professional Development
Jayne Downey; Discipline: Multicultural Education
Ted Hodgson; Discipline: Mathematics Education
Jennie Luebeck; Discipline: Mathematics; Team(s): Curriculum Development
Linda Simonsen; Discipline: Mathematics; Team(s): Research
Nate St. Pierre; Discipline: Native American Studies; Team(s): Curriculum
Development
*Elisabeth Swanson; Discipline: Science Education
Carol Thoresen; Discipline:
George Tuthill; Discipline: Physics and Distance Education; Team(s):
Curriculum Development, Leadership
Jennifer Vadeboncouer; Discipline: Education; Team(s): Curriculum Development
Vicky York; Discipline:
PORTLAND STATE UNIVERSITY
Bill Becker; Discipline: ;Team(s): Curriculum Development
Mike Cummings; Discipline: Geology/Earth Science; Team(s): Research, Leadership
Larry Flick; Discipline:
Linda George; Discipline: Science Education
Edith Gummer; Discipline:
Karen Marongelle; Discipline: ; Team(s): Curriculum Development
Dalton Miller-Jones; Discipline: Psychology; Team(s): Research, Curriculum
Development, Leadership
Swapna Mukhopadhyay; Discipline: ; Team(s): Research
*Ron Narode; Discipline: Curriculum and Instruction; Team(s): Pre-service,
Leadership
Ken Peterson; Discipline:
Michael Shaughnessy; Discipline: Concept Development in Statistics
Bryant York; Discipline: Computer Science
UNIVERSITY OF MONTANA
Lisa Blank; Discipline: Elementary Science Education
Georgia Cobbs; Discipline: K-8 Mathematics
Jim Hirstein; Discipline: Mathematics; Team(s): Evaluation, Leadership
*Libby Krussel; Discipline: Mathematics; Team(s): Curriculum Development,
Research, Leadership
Patrick Weaselhead; Discipline: ; Team(s): Research
UNIVERSITY OF NORTHERN COLORADO
Jane Ann Brown; Discipline: Distance Education
Kathy Cochran; Discipline: Educational Psychology; Team(s): Curriculum Development
John Cooney; Discipline: Educational Psychology
Jeff Farmer; Discipline: Mathematics; Team(s): Professional Development
Helen Gerretson; Discipline: ; Team(s) Evaluation, Professional Development
Richard Grassl; Discipline: Mathematics
Shandy Hauk; Discipline: Mathematics
Loretta Jones; Discipline: Chemistry & Biochemistry
*John Moore; Discipline: Biological Sciences; Team(s): Research, Leadership
Angela Morrow; Discipline: Botany/Microbiology/Sec. Education
Curt Peterson; Discipline: Biology
Lori Reinsvold; Discipline: Integration of Technology into Teaching and
Learning
3a. Doctoral Fellows
Students accepted into a Ph.D. or Ed.D. program - in education, mathematics,
or one of the sciences - at one of the five participating campuses will be eligible
to be a Doctoral Fellow. Many will already have completed 2-3 years of foundational
work in their science, mathematics or education discipline, bringing that background
to their Center cohort. Doctoral Fellows will meet all requirements for their
individual degrees and, working closely with their own graduate committees,
will build coursework from the Center's curriculum into their major, minor,
or supporting areas.
3b. Evaluation Fellows
Each year, five Fellows will be selected to participate in a one-year internship
under the guidance of the Project Evaluator, Evaluation Associate, and National
Evaluation Consultants. Evaluation Fellows will contribute to many components
of the evaluation including design, instrument development, data collection,
data analysis, and reporting. Evaluation Fellows will also take the lead role
for one of the four CLTW strands (i.e., Research, Preservice, Inservice, and
Fellows).
Working with the project evaluators, they will plan an annual four-day conference on a special topic, which will be designed to spread evaluation expertise to the widest possible audience. Lead faculty will also work with Evaluation Fellows to plan class projects for the Assessment and Evaluation course and Evaluation Field Experience/Seminar. Just as importantly, the Evaluation Fellows will acquire powerful tools for evaluating their own classrooms and programs, and for modeling and transmitting these skills to others.
Although expectations of Evaluation Fellows differ on each CLTW campus, the Evaluation Fellow at Colorado State University is responsible for assisting in the design and development of an evaluation plan that will guide CSU-CLTW efforts over the course of the grant. The Evaluation Fellow is also expected to coordinate CSU evaluation efforts with Evaluation Fellows at the four other CLTW campuses. Specifically, the Evaluation Fellow will work with Dr. Ed Geary of CSMATE, Dr. Brian Cobb of the R & D Center, and other CLTW faculty to develop the CSU-CLTW project evaluation plan. In addition, the Evaluation Fellow will work with the CLTW Evaluation Associate and other Evaluation Fellows on CLTW evaluation tasks needed for NSF annual reports.
Additional expectations include completing the appropriate coursework from the CLTW Triads and the evaluation course offered by Dr. Elisabeth Swanson at Montana State University. Each Evaluation Fellow also is responsible for conducting research and publishing at least one significant article on CLTW in a referred journal. To support the professional development of the Evaluation Fellow, CSU will cover all tuition and fees associated with taking the online CLTW courses during the fellowship period. In addition, CSU will cover all reasonable travel expenses associated with participating in selected CLTW project meetings and conference presentations.
3c. Postdoctoral Fellows
Individuals with education, science or mathematics backgrounds and who have
recently completed their dissertation or are further advanced in their careers,
may decide to broaden their professional focus to include significant activity
in STEM education. Postdoctoral Fellows will work with Center advisors to develop
an individual professional development plan that includes coursework and one
or more significant, publishable research projects and field experiences.
Responsibilities:
Postdoctoral fellows will: (1) participate in the development of on-line graduate
courses in science and/or mathematics, (2) assist in the instruction and support
of workshops and online courses for secondary educators, (3) work collaboratively
with other CLTW fellows, faculty, and staff to conduct science or mathematics
education research in support of the goals and objectives of the Center, (4)
when appropriate, take graduate courses and participate in field-based education
and policy internships, and (5) assist with other CLTW activities as needed.
Appointments will be full or part time (50%).
Qualifications:
1. An earned doctorate in Science, Mathematics, Engineering or Science or Math
Education at the time of appointment.
2. A strong professional background preparing them for teaching, research, and
other scholarly activities at the college or secondary level.
3. Strong dedicated interests in undergraduate, secondary, and/or informal science
education.
4. Excellent oral and written communications skills
5. Ability to learn quickly, work independently, and be an effective team member.
3d. Faculty Fellows
Faculty members in science, mathematics, or education are eligible for $16,000
with academic year release on a 10 month contract and up to an additional $9000
to teach a triad course. Faculty fellows are also required to complete a publishable
investigation.
4a. Course Requirements
Because CLTW does not grant degrees, it is best to work with your program
advisor to examine what unique contribution CLTW courses can make to your program
of study. This dialog needs to begin early and be reexamined each term as you
work towards your degree. It would be prudent to check with the actual professors
to see when their courses will be offered as this can change without advanced
notice.
4b. Triad Course Descriptions
Doctoral-level coursework for CLTW are sets of courses, seminars, research
and field experiences in five focus areas: Teaching and Learning; Curriculum,
Assessment and Evaluation; Diversity and Equity; Professional Development; and
Public Policy and Future Planning. In each focus area, or "triad",
the three 3-credit courses are taught using asynchronous computer conferencing,
so that students on all five campuses (or students engaged in field work off-campus)
may be enrolled at the same time. Each campus bears lead responsibility for
course development within one triad, and acts as the support institution for
two other triads.
Please be aware that some of these courses are still under development. Please contact the lead institution for current status.
Triad One: Teaching & Learning
This triad presents Fellows with models for teaching and learning from the social
sciences and neurosciences; presents current research on teaching and learning
in STEM disciplines; reviews a range of formal to semi-formal classroom research
models; and involves each participant in an internship in an exemplary classroom
at one of the Center campuses or schools, and in carrying out a collaborative
classroom research project. (Lead institution: UNC; supporting institutions:
PSU, UM)
I. Teaching and Learning in Science and Mathematics (3 cr)
II. Models for Research in Teaching and Learning (3 cr) (Sample Syllabus)
This course will consist of an overview of a range of formal to semi-formal educational research models, with an emphasis on how these may be used to explore CLTW research themes. It includes a section on philosophical ideas and assumptions, a section on qualitative research models, a section on quantitative research models, and a section on ethical issues. Course assignments include readings, summarizing research articles and short qualitative and quantitative research proposals in mathematics or science teaching and learning. Kathryn Cochran (UNC) is the lead instructor and Ron Narode (PSU) is the support faculty. The delivery platform is Blackboard.III. Advanced Teaching Field Experience/Seminar (3 cr)
Triad Two: Curriculum, Assessment and Evaluation
This triad involves Fellows in the design and analysis of curricula and curriculum
materials; in facilitating curriculum and standards design efforts; will introduce
multiple models for classroom, district and program assessment; and will involve
each participant in contributing to evaluation research on a component of the
Center's campus or K-12 activities. (Lead institution: MSU; supporting institutions:
UNC, PSU)
I. Curriculum Design in Science and Mathematics (3 cr)
II. Assessment and Evaluation (3 cr)
III. Evaluation Field Experience/Seminar (3 cr)
This course provides an overview of current models of program evaluation, with examples from science and mathematics evaluations, an emphasis on models that focus on utilization of results by multiple user groups (Patton, 1997)), and empowerment models that involve participants in evaluation design (Fetterman, 2001). Participants will be introduced to national standards for evaluation (e.g. Joint Committee on Program Evaluation Standards, 1994), and will design and implement a group evaluation of an aspect of the CLTW program, with constructive feedback provided by CLTW's staff evaluators and two national evaluation consultants, Arlen Gullickson and Frances Lawrenz. Elisabeth Swanson (MSU) is the lead instructor, and Bill Becker (PSU), Jeff Farmer (UNC), and Edith Gummer (CSU) are support faculty. The delivery platform is WebCT.
Triad Three: Diversity and Equity
This triad involves Fellows in exploring barriers to diversity and equity in
science and mathematics education; effective strategies for increasing participation
and retention in STEM fields for all students; and for designing educational
changes to last. Each participant will complete an internship at a Center school
or community college campus with high minority enrollments. While on site, the
Fellows will contribute to classroom and professional development activities,
and to collaborative research projects occurring at the sites. (Lead institution:
PSU; supporting institutions: CSU, MSU)
I. Diversity and Equity in Science and Mathematics Education (4 cr) (Sample Syllabus)
Participants design and conduct a qualitative study of minority and female students' middle-school science and mathematics experiences and attitudes, connecting findings to patterns reported in the literature.
II. Creating & Sustaining Educational Change: School and Community Models (4 cr)
Participants assist a parent and school personnel team in gathering and analyzing data to
inform decision-making in the middle-school mathematics or science program, with a
particular focus on improving minority students' performance.
III. Diversity and Equity Field Experience/Seminar (4 cr)
Participants are assigned to several Center middle schools currently piloting science programs that involve underrepresented students in community-based problem-solving and/or "doing science as it is practiced by scientists." Working in teams, course participants will conduct in-depth case studies of each program, preparing a joint report on the capacity of such programs to affect underrepresented students' engagement and learning. Given the course learning goals, some central concepts will be defined and course materials selected that best support these concepts.
Triad Four: Professional Development
In this triad, students are introduced to current models for quality professional
development drawn from education and other fields; become familiar with exemplar
programs at the regional and national level; study the uses, abuses, and necessary
areas of research on the roles of technology in STEM education professional
development; and work with a team to design, implement and assess a component
of one of the ongoing professional development projects sponsored by the Center.
(Lead institution: UM; supporting institutions: UNC, CSU)
I. Models of Professional Development (3 cr)
II. Technology in the Science and Mathematics Classroom (3 cr)
III. Professional Development Field Experience/Seminar (3 cr)
Triad Five: Public Policy and Future Planning
Fellows enrolled in this triad complete a course on the underlying concepts,
investigative processes and emerging directions in the sciences or mathematics;
explore historical and current forces driving reform, or protecting the status
quo in science and mathematics education; participate in a public policy internship;
and contribute to a STEM education policy study with the potential to inform
decision-makers at the regional or national level. (Lead institution: CSU; supporting
institutions: UM, MSU)
I. Concepts and Processes in Mathematics (3 cr) or Concepts and Processes in Science (3 cr)
II. Contemporary Issues in Science and Mathematics Education (3 cr)
III. Public Policy Field Experience & Seminar (3 cr)
4c. Logistics (registration, credit transfer, tuition, time requirements)
4e. Frequently Asked Questions
Q. Is there a database for people showing interest in the program but
not yet admitted/enrolled (marketing)? Is there a database of all admitted/enrolled
students regardless of the school to which they are admitted?
A.
Q. Is it up to the student to know and monitor which classes they need and where
to get them?
A.
Q. Is there a "marketing piece" that lists all of the courses and
where and how to access them?
A.
Q. How will students find out about this program in the future? Is there going
to be marketing or is it going to be offered on a case by case basis?
A.
Q. Is there a web page? If so, can all of the schools hotlink to this web page
so students can register utilizing it and online registration?
A. www.cltw.org
Q. If the course registrations are to be "seamless" to the student,
how are the schools to know who is in the course? Will the student register
with each individual course no matter which school they are admitted to or will
all registration for CSU students take place at CSU?
A.
Q. How is student information transferred among the schools?
A.
Q. If the student has financial aid, will they be limited because so many courses
are from other schools and will show up on their records as transfer credit?
A.
Q. Where and when do students pay for courses (DEO requires payment at the time
of registration)?
A.
Q. Will transcripts/grade reports be provided to students or will they have
to go through the request/pay cycle for each course or group of courses?
A.
Q. Is there a group that is checking to be sure the students can get all of
the courses in a reasonable time frame or are they offered whenever the school
chooses as opposed to in a designed sequence?
A.
Q. Will the timing, consequences and refund amount be the same, similar or determined
by each school?
A.
Q. How can CLTW help one's career?
A.
Q. What are the next steps after a fellowship with CLTW?
A.
5a. Introduction
The Center will provide Fellows with opportunities to engage in educational
research through Triad coursework, membership in one of four collaborative research
teams, and the dissertation study process. This approach is designed to enable
all members of the Center to routinely pair research with reform, making meaningful
contributions to their campuses, schools, and to a national audience of colleagues.
Center Fellows will acquire the tools to implement new programs, while learning
to accompany change with research to determine whether or not a new program
is working.
Center Fellows will be formally introduced to educational research design and methodology through Triad courses like Models for Research in Teaching and Learning and Assessment and Evaluation. These courses will provide an overview of a variety of investigative models, ranging from participatory approaches (e.g., teacher-led action research) to more formal models such as experimental studies and large-scale survey research. In addition, each Triad will engage participants in conducting at least two research projects at Center sites designed to complement and extend other course content.
5b. Topic Development
In collaboration with campus Research Coordinators and doctoral committee members,
Center Fellows will develop potential research topics related to the major CLTW
research themes. These themes are teaching and learning, distance education,
assessment, and equity and diversity in mathematics and science education. The
overarching theme for most Center research will be closing the achievement gap
on high-stakes tests for students of color. As an example, the following topics
were developed by Doctoral, Postdoctoral, and Faculty Fellows at CSU.
Displaying School-Level High Stakes Mathematics Test Results: The Case for Including
Special Education Students and Continuously Enrolled Students
Exploring How Teachers Use High Stakes Assessment Data for Classroom Instructional
Change
A Multi-State Analysis of the Effects on Middle-Level Mathematics Achievement
of Attending a Dual-Language Immersion Elementary School
A Multi-State Analysis of the Effects on Middle-Level Mathematics and Science
Achievement of Attending a School with Block Scheduling
Mathematics and Science Course Taking in High School: A Longitudinal Study of the Achievement Gap on High Stakes Tests
5c. Application/Approval Process
Center Fellows must complete a CLTW Research Planning Prospectus and submit
the document to the appropriate research coordinator.
The prospectus must include the following information:
1. Statement of the Primary Research Question/Research Problem
2. Rationale for Importance of the Study
3. Sampling, Data Collection, and Data Analysis Activities
4. Significance for Theory, Policy, and/or Practice
5. How The Study Relates to CLTW
After receiving a research prospectus, CLTW research coordinators and faculty
members will discuss the proposal and offer their approval or suggestions regarding
the topic, methods, and other research issues. After receiving approval, Center
Fellows may need to obtain internal or external funding in order to complete
the proposed research.
5d. Internal/External Funding Mechanisms
Doctoral and Postdoctoral Fellows conducting dissertation or post-dissertation
research studies may apply for a stipend to support their work. Proposals involving
cooperative research within or between Center research teams will be given priority
for funding. Applicants will be encouraged to interact with others as they plan
and implement their studies, and to involve masters and doctoral students in
support roles. In addition, there are opportunities for external funding through
competitive grants offered at each CLTW campus and through governmental, private,
and nonprofit foundations that support mathematics and science education initiatives.
5e. Human Subjects Review
Before collecting data for a Center research study, Fellows must obtain human
subjects or institutional review board permission. The review process is quite
different on each CLTW campus, so Center Fellows should meet with their research
coordinator or doctoral adviser for assistance in this process. At CSU, Center
Fellows must complete a human subjects proposal and receive approval from the
human subjects board before beginning a research study.
Once the human subjects review has been completed, it is the responsibility of the Center Fellow to follow all rules and regulations regarding the treatment of research subjects and the handling and storage of data related to the study.
5f. Research Teams
Each Fellow will join one of the Center's four research teams, which will include
15 - 20 Fellows and CLTW Faculty working together to conduct research pertaining
to a common theme. Teams will investigate issues of national concern in science
and mathematics education, build upon the expertise of Center faculty and institutions,
connect and extend the topics introduced in Center courses, and continually
look at ways of improving student learning in schools with high percentages
of minority or low income students, including schools isolated by rural or inner
city location. The four research teams are comprised of the following faculty
members:
Theme 1: Teaching and Learning
Michael Shaugnessy, Mathematics (PSU), Lisa Blank, Science Education (U of M),
John Cooney, Mathematics (UNC), and NAC member Fran Curcio.
Theme 2: Assessment
Dalton Miller-Jones, Educational Psychology, (PSU), Loretta Jones, Chemistry
(UNC) and NAC member Gail Burrill.
Theme 3: Equity and Diversity
Wayne Stein, Native American Studies (MSU), Christine Jones, Center for Science,
Math and Technology Education (CSU), NAC member Margaret Beale.
Theme 4: Distance Education
Brain Cobb, Research and Development Center (CSU), Tim Slater, Physics, (MSU),
and NAC member Gerry Wheeler.
Each research team will develop a long range research plan, initiate joint investigations,
share and critique findings, conduct ongoing electronic discussions, identify
and pursue appropriate publication outlets for members' work, and support and
advise graduate student members in their thesis and dissertation work. Communications
among team members will take place online, during meetings at regional and national
conferences, and during an annual research forum and retreat arranged by each
team.
Assisting in the guidance of Center research initiatives will be a National
Advisory Committee (NAC), which has been recruited to bring expertise and a
national perspective to all the research strands. The following are NAC members
for the CLTW Project: Gerald Wheeler (National Science Teachers Association);
Margaret Beale Spencer (University of Pennsylvania), Barbara Horwitz (University
of California - Davis), Gail Burrill (Mathematical Sciences Education Board,
National Research Council), Fran Curcio (Queens College - CUNY), and Daniel
Maki, (Indiana University).
5g. Methodological Support
CLTW studies will implement a variety of methodologies using the highest standards
possible to address the driving research questions of the grant. For intervention-based
research with groups, the interpretation of "scientific research"
relates most to supporting inferences of "cause and effect." CLTW
proposes that the term "scientific" within this context means, among
other things, randomized field trials where subjects are randomly assigned to
groups, and well-designed quasi-experiments, such as place-based trials where
intact units are randomly assigned to groups or matched sampling designs. Ex
post facto research can also meet the "scientific" criterion (although
less satisfactorily) if the intact groups and treatment are well defined, and
adequate evidence of equality of groups is presented or included (e.g., matched
sampling).
5h. Dissemination
One of the major ways in which the research work of the Center is sustained
is through dissemination of results and outcomes. Internal dissemination of
research findings is built into the Center communications systems, in particular
newsletters, the website, and annual summer institutes. Regional and national
dissemination at appropriate meetings will be strongly encouraged, and substantial
travel funding for faculty and Fellows is included in the budget for this purpose.
With support from the Center's four research teams, each Fellow will generate
at least one research publication based on his or her dissertation or scholarly
work. Extension of CLTW research to other locations will be facilitated by presentations
at regional meetings, invitations for seminars, and other exchanges.
There are numerous professional development opportunities for Center fellows including professional organizations, academic journals, conferences, and workshops in the education, science, and mathematics fields.
6a. Organizations
Education/Evaluation
American Educational Research Association (AERA)
Website: http://www.aera.net/
American Evaluation Association (AEA)
Website: http://www.eval.org/
Mathematics
National Council of Teachers of Mathematics (NCTM)
Website: http://www.nctm.org/
Association of Mathematics Teacher Educators (AMTE)
Website: http://www.amte.net/
Science
National Science Teachers Association (NSTA)
Website: http://www.nsta.org/
National Science Foundation (NSF)
Website: http://www.ehr.nsf.gov/
National Association of Geoscience Teachers (NAGT)
Website: http://www.nagt.org/
National Earth Science Teachers Association (NESTA)
Website: http://www.nestanet.org/
Geological Society of America (GSA)
Website: http://www.geosociety.org/
National Association for Research in Science Teaching
Website: http://www2.educ.sfu.ca/narstsite/
6b. Journals
Education/Evaluation
Educational Evaluation and Policy Analysis
Educational Researcher
Educational Policy Analysis Archives
American Educational Research Journal
American Journal of Evaluation
New Directions in Evaluation Science
Mathematics
Science
Journal of Geoscience Education
ENC Focus
Educational Leadership
Journal of College Science Teaching
T.H.E. Journal
Journal of National Association for Research in Science Teaching
6c. Conferences
Education/Evaluation
American Educational Research Association (April)
American Evaluation Association (November)
National Science Teachers Association
Mathematics
Science
Geological Society of America (October/November)
6d. Workshops
Evaluation
The CLTW proposal calls for annual Evaluation Conferences to be conducted by
the Evaluation Fellows. The focus issues of the Evaluation Conferences are proposed
to be:
Year 1 (Missoula, August 21-24, 2002)
Introduction to the Math and Science Standards - Problem-based Curricula
Models of Evaluation - Goals, methodology, implementation
Relationship between evaluation and research
Research techniques for evaluation in Math and Science
Year 2
How do we know our Professional Development activities are preparing teachers to teach the standards?
The focus here is on Evaluation of Professional Development activities
National Research Council (January 2003)
Bridging the Gap Between Classroom and Large-Scale Assessment
Year 3
How can we involve participants in meaningful ways of evaluation that promote utility and decision-making and ownership? (Utilization-focused data gathering)
Year 4
Evaluation of diversity and equity
Year 5
Evaluation of distance education
7a. NSF Proposal
7b. Year 1 Annual Report
7c. Research Strategic Plan
7d. Doctoral Application
7e. Website Links
7f. CLTW Directory
7g. CSU Campus Information