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Design and Implementation of Professional Development Seminars in Coordination with Research Experience for Teachers (RET) and Focused on Professional Practices of Scientists and Engineers

  • Chelsey Simmons (a1), Kaye Storm (a2), Gary Lichtenstein (a3) and Beth Pruitt (a4)

Abstract

Many programs promote professional development for teachers in laboratory settings. In fact, some research has shown these experiences can improve student achievement. However, it is unclear what aspect of the laboratory experience helps bring about this effect. In order to ensure all teachers participating in Stanford's Research Experiences for Teachers program received maximum benefit from the laboratory experience, supplementary seminars were delivered that emphasized a variety of skills and tasks required of career scientists and engineers. Teacher feedback indicates that participants found these seminars valuable and that they would prefer additional time for peer interaction and curriculum development.

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[1] “National Science Education Standards,” National Research Council: National Academies Press, 1996, p. 262.
[2] Wenglinsky, H., “How Teaching Matters: Bringing the Classroom Back into Discussions of Teacher Quality,” Policy Information Center, Educational Testing Service 2000.
[3] Silverstein, S. C., Dubner, J., et al., “Teachers' participation in research programs improves their students' achievement in science,” Science, vol. 326, pp. 440–2, 2009.
[4] Russell, S. H. and Hancock, M. P., “Evaluation of the Research Experiences for Teachers (RET) Program: 2001-2006,” SRI International 2007.
[5] Simmons, P., Emory, A., et al., “Beginning teachers: Beliefs and classroom actions,” Journal of Research in Science Teaching, vol. 36, pp. 930954, 1999.
[6] Brown, S. L. and Melear, C. T., “Investigation of Secondary Science Teachers: Beliefs and Practices after Authentic Inquiry-Based Experiences,” Journal of Research in Science Teaching, vol. 43, pp. 938962, 2006.
[7] Grossman, P., Compton, C., et al., “Teaching practice: A cross-professional perspective,” Teachers College Record, vol. 111, pp. 20552100, 2009.
[8] “Research Experiences for Teachers (RET) in Engineering,” National Science Foundation.
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Keywords

Design and Implementation of Professional Development Seminars in Coordination with Research Experience for Teachers (RET) and Focused on Professional Practices of Scientists and Engineers

  • Chelsey Simmons (a1), Kaye Storm (a2), Gary Lichtenstein (a3) and Beth Pruitt (a4)

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