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Eisenhower Notionol C I e a r i n gh o u s e

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Science Educotlon

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Studies:

Eisenhower National Clearinghouse for Mathematics and Science Education

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TABLE OF CONTENTS

SUMMARY . Case Study Questions Methodology Findings .......... Overview

Change/Curriculum Reform . . . . . . . . . . . . . Impetus coals ofChange . . .

forchange . Natue ofchange

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CHAPTER I -- EXECUTIVE

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Mechanisms ofChange . . . . . . . . . . , . . , . ..........3 Factors That Influence Implementation ofChange . . . . , . , . . . . . . . . . . . 3 Use ...............3 Issues Affecting Use ofTechnology in Classrooms . . . . , . . . . . . . . . . . , 3 How Technolo$/ is Used and ,,.,.........,,,,4 How Technology as a Plaming Sources ,. ,. .. .. .. ,. .. .. .4 Types and Souces Chancteristics ofSources ,. ,. ,. .4 Conclusions and Implications for ,....,......,...,.,..5

ofTecbnology

Valued Tool oflnformation oflnformation ......,..,....,.,.. ENC

CHAPTER II

-

CASE STUDIES METHODOLOGY . . . . . . . .

,..,.,... Case Study Questiors Selection of Sites DataAralysis Site Demographics Casc Study Padicipants

Overview

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,.......,....4 ........... . . . .,. . . . . . .

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CHAPTER III SITE PROFILES l0 Southwest Site l0 Olganizational and Management Structute l0 Pattems ofchange Impetus for Change Natue ofthe Change l2 Mechanisms of Change I2 Facto6 that lnfluence Implementation of Change . . . . . . . . . . . . . . . . . . 12 Technology as Related to Clas$oom Instuction . . . . . . . . . . . . . . 13 Issues Afiecting Use ofTechnology in Classrootns 13 How Technolog5. is Used and Valued l3 Issues Affecting Use ofTecbnology as a Plarming Tool . . . l3 Training/Competency Level - . . . . . . . . . . . l4 Sources oflnformation Used by Teachers t4

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OtherTeachers

................

14

Inservices, Workshops, College/tJniversity Courses . . . . . . . . . . . . . . . . 15 Teacher Magazines and Other 15

Publications

Site

Northwest Orgadzational and Management Pattems Impetus for

Structure ofchange Chang€ Natrc ofthe Change Mechanisms ofChange .,.,............,.......

............ ..........15

. . . . . . . . . . . . . . . . . 15

............16 ........16 .....,.....1j .....,.,.. -... 1'l Factors lhat Influenc€ Implementation of Change . . . . . . . . ., . . . . . . . . lj Technology as Related to Clas$oom Instruction ........................ lg Affecting Use ofTechnology in Classrooms . , . . . . . . . . . . . . . . 18 Issues Affectilg Use ofTechnology as a Planning Tool ,............18 Support in Use ofTechnolog/ ............. ..........19 Issues

Sources

oflnfomation

Used by

OtherTeachers

Teachers

,..,......,.,.. ................

Workshops, Conferences, and College/Univcrsity Courses Mailings, Libraries,

Publications.

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......

19 19

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............20 Southeast Site...... ..........20 OrganizationalandManag€mentstructue,.......20 PattemsofChange ........21 Impetus for Change . . . . . . , . . . . . . . . . 21 Nature ofthe Change ,,,...,,,,22 Mechanisms ofChange , , , , , . . . . . , , , , ,22 Factors that Influence Implem€ntation ofchange . . . . . ,.,,.,,..,,.,23 Technology as Related to Classroom Instuction . . . . . . . ., . ., .,. .,. ..,.,. 23 Affecting Use ofTechnology in Classrooms . . . . . . . . . , . , . . . .23 How Technology is Used and Valued . . . . . . . . . . . .. ..23 Sources of Information Used by Teachers ..,....-....24 Issues

Site

..........25

Northeast Organizational and Management , . . . , . . . . . . , . .25 Pattems ,.. ,.. . .. Imp€tus fot Mecbanisms Factors that Influenc€ Implementation of Change . . . . . . . .,, . . . . . . . . 27 Technology as Related to Classroom Instruction . . . , . . . . . . . . . . . . . . . , . . . .27 Sources oflnformation Used by . . , . . . . . . . . .28

Struaturc ofchange Change ofChange

OtherTeachers

,.,..,..26 ...,,,.,...26 .,,,.....27

Teachers

.........28

Publications (including joumals textbooks, and flyers) . . . . . . . . . . . . . . 28 Professional D€velopment Oppodunities (including inservice workshops and

coofer€nc€s)

.......28

Other Sorm€s (including television, Capiral Math and Science, and personal life expeienceg . . . . . . . . . . . . , . . . . . . . 29

.

FINDINGS Change/Reform Imp€tus for Change Goals ofchange . . . . Nature ofthe Change Mechanisms ofChange .........

CHA?TER IV -- OVERALL

Use

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,32

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Factors that lDfluence Implementation ofchange . . . . . . . . . . . . . . . . . . . . , , . .37 Emerging Model ofChange . . . . . . . . . . . . . . . . . . . . . . . . . . 40

.

ofTechnology

........40

Technology as Related to Classroom Instruction How Technology is Used and Technology as a Planning Tool

Valued ......... Sources oflnformation . . . . . . - - . - . - . . . Types and Sources oflnfomation Characteristics ofsources ............... Souce Selection.... OtherTeachers

......

...... .40 . . , . . . . . . . 42 .........43

. . . . . , . 48 . . , . . . . . . . . . . . . . . . 48

.,.........50

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Inserviccvworkshops and Collegeruniversity Courses . ., . .,, . . . . . . 52 Intemet . . . . . . . . . . . . . . 53

......,....

CONCLUSIONS

CHAPTER V -Findings: Natue ofchange . . . . . . . . . . .

.

ImplicationsforENCRegardingNatureofChange

oflnformation

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Findings: Sources Implications for ENC Regarding Sources Findings: Use ofTechnology . . . . . . . . . . Implications for ENC Regarding Use ofTechnology . . . . .

APPENDIX A: INTERVIEW

oflnformation . .

PROTOCOL

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LIST OF TABLES AND FIGURES

Demographics

Table I

Site

Figure I

Model

Table 2

Sources of lnformation for Teachers by

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ofChange

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Site

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CTIAPTER I .. EXECUTIVE STIMMARY

Overview The case study evaluation was undertaken in order to develop a profile of information-seeking behaviors ofteachers as they implement change in their classrooms, and the many factors that impact those actions. An evaluation research team from ENC visited fotu sites in the United States which were identified as involved in the science aad mathematics educational reform process. Each 'tcase" was investigated through a series of in{epth interviews with teachers, administrators, and other key resource persons, as well as through informal observations at each site. Informatio[ was analyzed, and findings sumrnarized for preliminary discussions at the ENC National Evaluation Boad meetin& July 23-24, 1997. Summaries ofthe findings, by site, were sent to either the principal or cunicdum supervisors for feedback. This formal "member checking" was completed September, 1997.

Case Studv Ouestions

The following questions guided the data gathering for the case study evaluation research:

1.

Context: What is the nature ofchange in science and/or mathematics education at this site? What were the information needs fol change at this site? What were the influences ofcommunity/environment on change at this

a. b. c.

site? 2.

What arc the linkages between teachors and information disseminators?

How is information exchanged and what are the paths? How, and in what ways, is infomation collected by and exchanged among teachels? 4.

5.

What arc the forms of information? What arc the nature and ahamctedstics of the information? What arc the sources of infomration? Through what medium is it obrained? What arc the methods for collecting information?

How are quality and credibility of information souces judged by teachers? What ilfluencing thcse decisions?

are the factors

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Methodologv

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Two rural and two uban sites were selected for the case sfudies, with one site from each group involved in reform prior to 1994 arld one site after 1994 (the year ENC was on-line). Additional criteria for selecting sites included: incorporation ofmultiple appoaches to leaming in their programs; a strong emphasis on staffand faculty development; a strong commitment to the use oftechnology; and cornnitment Aom local ot stale resources to this idtiative. A nomination process was used to identi$ the four sites, Those with which ENC had direct involvement in the form of workshops or training werc eliminated ftom the list. In order to introduce dive$ity into the study, one site from each ofthe four major U.S. geographic regions (Northeast, Southeast, Northwest' southwest) was identified. sites were then contacted for approval and pemission to visit. All four sites werc visited during January tbrough April, 1997.

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Across the four sites, 64 teachers and administrators wete interviewed for approximately 50 minutes each about the ways in which they were changing mathematics and science instruction and the sources ofinformation used for implementing change in classroom instruction. A semi_ struatured interview format was used (Appendix A). lnterviews were audio-recorded and tanscribed verbatim, A peer debriefing was conducted at ENC following the first sit€ visit (January 21, 1997). The software paekage, .,Ethnograph', was used for data storage, manag€ment, and analysis. Once coded, data were sorted and pdnted by categories: nah[e ofchange, use of technology, and sourc€s of information. Data were then analyzed by site (within each category), and then across sites. Summaries ofthe findings were sent to each site for feedback and any recornmended changes. Retumed revised summaries, by site, ar€ included in Chapter Thee.

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Findings Based on debriefing discusions, three main themes emerged ftom the data: natue ofchange,

sourcesofinformation,anduseoft€cbnology,,,Chang€.wasunderstoodtorefertoeducational reform in science or mathematics instructior! either in the classroom, the sahool, the distdct, or the state. "Use oftechnology" was an area ofinterest bas€d on th€ selection criteria. ,'Sources of information" was an arca related to implementation ofchangc. The following is a summary of the findings across sites: Change/Curriculum Reform Impetus for Change The impetus for change appeared to have been motivated by the following: state st ndards and state ass€ssmenl which in tum was guided by national movements such as the NCTM standards teachers' drive for professionalisrn/excellence as instuctots extemal leadership

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Goals of Change The expected results ofthe implemented change were improvement in students': attitudes assessment scores

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Natue of Chanqe Change as perceived by lhe teachers

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fell into five categories:

fiom reliance on textbook-based inshuction torrard providing more experiential [hands-on] leaming opportunities a shiff from emphasis on memorized facts toward emphasis on reasoning, problem solving, and communication, even in regard to assessment instuments a shift ftom isolated course work tou/ad an integrated curiculum increased use of techrclogy multiple folms of assessment a shiff

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Mechanisms of Change The agelts or instruments ofchange fell into four categories: professional inserviccs [workshops, institutes, symposia, conferences, courses] teacher collaboration both informal [mentoring, team planning] and formal committees lschool, departmenr, distdct, or grade level sponsored] introduction ofcommunity resource people who brought their expertise to bear on curriculum offerings new math/science curriculurn programs [textbook series, activities in textbooks]

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Factors That Infl uence Imnlementation of Cha.nge Enablels or constraints in bringing about change included: a support system at both administrative and collegial levels

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available funds time to attend courses, prepare materials, etc planning time [formal set-aside time for teachers to plan together] access to new ideas [conferences, workshops, university classes, etc.] teacher aftitudes rcgarding change

Use of Technologv lssues Affecting Use ofTechnoloqv in Classrooms Use of lechnology in the classroom was direcdy affected by the extent: to which teachers could gain access to technology to which technology could be incorponled into the curiculum of teacher training and perceived competency level of using tecfurology of support in use oftechnology of availability of time to use technology

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ofsuccess exp€riences ofusing tgchnology ofadministative suppon and comrnitment

How Technologv is Used and Valued Technology was valued and used as an instructional aid because it: provides real world applications motivates student leaming provides access 10 information functions as a vehicle for curriculum enhancement finctioDs as a tool for developing instructional materials inqeases student participation in classroom projects enhancesteacher-studentcommunication is included as a component ofcollege prepantion

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How Technology as a Planning Tool Using technology for planning lessons and educational insuuction included: use ofthe Intemet to assist curiculum planning use oftechnology to facilitate communication between educators, specifically e-mail

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Sources of Information

Types and Sources of Information Seven primary sources of information were identilied by teachers as critical when looking for new information and ideas regarding cunicular change. These included, in order offiequency cited: othereducators/peers publications (professional joumals, textbooks, and infomational flyers) professional development activities (workshops, in-service taining, etc.) local institutio$ ofhigher education publishe$' information sourc.es (publishers' catalogs, teacher supply stores) public resources (public television, libraries, and community resource p€rsonnel) Intemet

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Characteristics of Souces Reasons for selccting certain kachers over others for infomation and ideas included: familiarity with grade level or content area perceived competence compatible teaching philosophy or style ofteaching successfirl implementation ofinnovative teaching suategies and classroom activities proximity (location ofa teacher's classroom to another)

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Reasons for choosing inservice/workshops and college/univ€rsity cowses as sorrces ideas and information, included:

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opportunities to observe demonstrations ofteaching activities free materials and resources opponunity for exp€riential leaming long-tem follow-up ftom instuctors

Reasons for choosilg the Intemet included:

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immediateaccessibilityofinformation

Qualities of a good web site included: logical organization brief descriptions sequentialsubdivisions text versus g.aphics for pur;nses ofprinting text

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Conclusions and Implications for ENC

Stat€ rltd local mrth ard science cducrtion shndrrds futrctior as th€ impetus for change in curriculum and classroom instructioD. Information regarding practical ways to implement state and local standards in curriculum and classroom instruction are needed by teachers. Target ENC,s publicatiols, CD-ROM, and Web site to provide information, testimonials from teachers, etc, regarding practical and proven uays that state and local math and science education standards have been implemcnted in the classroom. Teachers are interBted in iofornation regardilg hsnds-on, experiential learning opportuDities for studotrls. ENC should seek to acquirc l€sson plans and cuniculum resoulces that offer students experiential hdrds-on leaming opportunities. Clas$room instruction is shifting to rn iutegrated curriculuE. Struch[e ENC'S print and electronic publications to include examples and testimonials fiom experienced teachers ofr./ays to integtate curriculum, Teachers usc publicrtions rs source3 ofinformation. Continue the dissemination of math and science educational information via ENC publications, as w€ll as the electronic media- Target ENC's mailings of print publications and CD-ROM direcdy to tcachers. Consider increasing advertising of ENC,s products and services in professional teacher publicalions.

The amount oftirDe rtrd ellort required to search for new information for classroom instruction seems to have a strong relation to the sources ofitrformation teachers use. For teachers to use ENC as a souce of information, including insmrdional materials, documents, lesson plans, e1c., access needs to be quick and easy.

Local uuiversitieg are sources ofnew Npproaches rnd information at two sitB. Teacher preservice rrd tnining progrrms msy be rn importrnt mode of rerchiDg teachers individually before they sre confrontcd with the demands of teachitrg. Include university and college teacher training programs in the dissemination of ENC products. Colleges and universities may Fovide training in the use ofENC products and services during summer institute trainings, conferences, and workhops. TeacheB roly oD other tctcherE l9 sourc€s of information. Target marketing at teachers directly and use leader t€achers (mentors, influential teachers, etc.) as conduits ofdissemination ofENC products and services,

Lack ofaccessibility to trri[ing rDd techtrical assistance are barriers to using computer €quipment ENC must rely on print publications as a way of reaching teachers who do not have access to computers. Articles should be written to motivate and encouage first.time users to leam about and utilize "hard to access" equipment. Fulthemore, publications should include easy directions for using the lnternet arld CD-ROM as ways of attracting the reluct5nt user.

The extert of use ofcomputenr r3 a source ofinformation rDd 13 a tool for phDritrg and classroom instructiotr dcpcnds on individud skill level aDd training. Consider extending and expanding training offered by ENC and Eisenhower consortia in schools or with technical support staffwho work in schools directly with teachers.

CHAPTER II -. CASE STUDIES METHODOLOGY

Overview The section begins with the primary questions addressed in the case studies, and an overview of the thematic analysis which resulted. The findings are presented in the following major sections: description ofsites, paftems emerging in the data on change, use oftechnology, and sor.uces of information. Case Studv Ouestions

The following questions guided the data gathering for the case study evaluation research:

l.

Context: What is the nature ofchange in science and/or mathematics education at this site? What arc/were the information needs for change at this site? What are./were the inlluences ofcommunity/enviroDment on these needs?

a. b. c.

1

What are the linkages b€tween teacherc and information disseminators?

3.

How is infomation exchanged alld what are the paths? How and in what ways is information collected by and exchanged anong teachers?

4.

What arc the forms of information? What is lhe natwe or characteristics of thi information? What are the souces ofinformation? Through what medium is it obtained? What arc the methods for collecting information?

5.

Howare quality altd credibility ofinformation sources judged by the teacher? what infl uences these decisions?

Selection of Sites

Two rural and two urban sites were selected for the case studi€s, with one site from each group involved in reform prior to 1994 and one site afrer 1994 (the year ENC was onJine). Additional criteda for selecting sites included; incorporation of multiple approaches to leaming in their programs; a strong emphasis on staff and faculty development; a stlong commitnent to the use oftechnology; and commitrnent ftom local or state resources to dtis initiative. A nomination process was used to idediry the fout sites. Representatives ftom the National Scierce Foundation and the ENC Steering Commitlee werc asked to recommend states with potertial sites that met the selection criteria. Individual State Departmeots ofEducation were asked to nominate school districts that met the cdteria. Those with which ENC had direct involvement in the form of workshops or training were eliminated from the list. In ordet to introduce geographic diversity

into the study, one site from each ofthe four major U.S. geographic regions (NE = No.theasr, SE = Southeast NW = Northwest, SW = Southwest) was identified. Sites were then contacted for approval and permission to visit. All four sites were visited during January through April, 1997.

Dara Anal]'sis Based on debriefing discussions, three main thernes ernerged: nature of change, use of technology, and souces of infomration. These became the initial coding categories for interviews. Each interviewer coded his/her interviews using original interview notes or

tanscribed interviews. "Change" was understood to refer to educational reform, either in the classroom, the school, the district or even the statc. This meaning derived from the original evaluation research questions, which looked at how teachers s€arch for information [ideasl in the context ofongoing math/science refolm. In fact, a cdterion for participating in the study was that the school or distlict was identified as involved in such reform. Within the parameters of this definition, whateve! the teachels perceived as change was so coded.

Similarly, "use of technology" was not a sp€cific interview quesiion, but an area that was probed by the interviewer when raised either in the context of classroom instuction or planning. Like "reform," it was a specific cdterion for participating in the study. Duling data analysis, this category was firdhe! subdivided into two categories: "use of technology as part of classroom instruction," altd "use of technology as a platming tool." "Soulces of information" was an area that was explored directly through interview questions. Towards the end ofthe first site visit interviews, pattems with regard to specific sources were emerging. The decision was made to focus more ofthe interview time probing the characteristics ofquality fo! each ofthese souces. This was the case for the other three site visits.

Following the first site visit, the evaluation team met with Ronald Anderson, sci€nca education professor from the University ofColorado, to discuss the preliminary findings and analysis procedures. This review process is typically refered to as a "peer debriefing." In this way an outside reviewer can provide suggestions for ways to improve data coll€ction and analysis procedures as well as providing a critique ofthe initial emergent findings. The software package, Ethnognp[ was used for data storage, management, and analysis. Once coded, data were sorted and printed by each category. Data were then analyzed by site (within each category), and then across sites. Findings are repofed across sitas in this Chapter. Four individual site profiles are in Chaptet Three. These profiles were sent to each site for the pupose of conducting a formal member check. Individuals were asked to review the findings with the

other case study site participants and to make any changes (i.e. corrections, clarifications, etc.) necessary to the sunmary. The corrected copy was retumed 10 the evaluation stafffor incorporation into the findings.

Site Demographics

Major demographics ofthe sites visited arc presented in th€ following table. The SW and NE sites are urbal ar€as. The SE and NW sites are rural areas. Reform was initiated prior to 1994 in the SW and SE sites, and after 1994 in the NE and NW sites. Table I Site Demographics

Popul.tion Base District Size

sw

NE

SE

NW

216,000

135,000

36,000

3,300

l3 Schools

3 Schools

44 Schools

4l

Schools

# Students

33,000

2l,000

7,s00

500

# Teachers

t,700

I,420

426

30

P€r Student

$5,300

$4,900

$3,700

$4,900

Expenditure Ethnic

Mix

Major Local Employe$

43% White 40% Hispanic l3% Asian Am. 3% Africen Aml.5olo Native Am-

567o White 297o African Am.

Computer lndustry

Automotive Industry

I I % Hispanic

53% African Am

46% white