Evaluating Teaching Practices of Teachers - Research Proposal Example

Research Proposal on Education. Task: Research Proposal on Education. Education is one of the most important aspects of a society. Through education, a society is able to instill the required virtues and knowledge to their members. As such, there are various learning mechanisms and techniques aimed at ensuring the best form of imparting knowledge to students in a learning system. Essentially, this should incorporate various learning mechanisms that ensure an effective relationship between the students and the teachers. As such, this facilitates the need to adopt a teaching mechanism that most engages the students in science practices. In addition, this means that it has to involve the teachers in such a manner that the teachers are able to engage in the science practices in a much more detailed level. As a background to this, knowledge and skill in scientific inquiry has been a fundamental reform movement in science education according to the American Association for the Advancement of Science (AAAS). Various documents, such as the 2012 National Research Council publication on Framework for K-12 Science Education identifies the various major scientific concepts and principles that a student is expected to grasp by the end of high school. Consequently, this forms the basis upon which the Next Generation Science Standards (NGSS) is structured. Therefore, the NGSS seeks to better engage students in the learning process consequently facilitating their more active exploration of the core scientific ideas and theories. Proper scientific understanding highlights the level of impact that the education system has had on an individual. These include essential knowledge and skills such as the possession of the ability to formulate scientific hypotheses, produce explanations, design and conduct experiments, gather and analyze data, and the general ability to communicate and reflect about the findings. Enabling all this calls for the teachers involved to have specific skills particularly geared towards the successful teaching of science to generate scientific knowledge. This forms the basis for the NRC framework that idealizes the development of a scientific-based approach among teachers to emphasize the practice of skills in addition to just acquiring them. This calls for teachers to engage in scientific enquiry practices such as asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations, engaging in argument from evidence, and obtaining, evaluating, and communicating information. The core concept of engaging in science practices is based on the fact that science practices leads to a more inherent and deep understanding of the theory being taught than if the learning mechanism was just based on a theoretical framework. This is only realized through an evaluative and analysis based learning approach that enables students and learners to be able to gain inferences from the topics they learn. Such an education system can only be achieved through teachers who are equally versed in the necessary skills that enable them engage in the science practices as well. Additionally, ensuring that students acquire the necessary knowledge and skills in line with the prerequisites of scientific practices means that they have to be involved in the teaching practices just as much as the teachers. An approach that integrates both teachers and students has long been viewed as the most result oriented since it creates and environment that enables the most amount of gain for both teacher and learner (Halverson and Collins 2009, p. 111). Science concepts require that the mind is structured in such a manner that it can evaluate, analyze, and draw conclusions based purely on rationality and the logical thinking that forms the core of most scientific concepts. Realizing this mindset with students means that the teachers themselves must have a deep and solid understanding of the mechanisms necessary for engaging students in the relevant systems that encourage engagement in science and its resultant practices (Morrison 2004, p. 99). However, despite the fact that science engagement is essential in learning systems, most science teachers have limited knowledge and experience in regards to knowing how to engage students into these learning practices. This makes it much more difficult for the students to be evaluated as effectively as should be. In addition, this results in an education system that is limited in regards to the most efficient practice-centered mechanism. One way for teachers to gain this knowledge and understanding is by participating in Research Experience of Teachers (RET) programs (Ononye et al., 2007). While the framework in teaching science requires a strong understanding of the scientific ideas and practices concerning developing new theories and models to explain natural phenomena, there is scarcity of empirical information concerning the curriculum of college-level science courses that encourage scientific inquiry among teachers. This proposed qualitative case study explores the science teachers’ teaching practices with an aim of drawing the line that correlates the teaching practices and the desired outcomes in students. Statement of the Problem. Science education committees develop quality assurance guidelines to control educators concerning ways to engage students in the learning process and to enable them to actively explore core scientific ideas and theories (NRC, 2012, 2013). Evaluation studies suggest that this knowledge could be acquired through their participation in scientific and engineering research practices (Starr & Krajcik, 2013). Currently, professional development opportunities are available and aimed at equipping teachers with the resources they need to implement the guidelines such as Next Generation Science Standards (NGSS) in their classrooms. However, only few teachers have been able to successfully incorporate NGSS practices in their respective classrooms. In order to facilitate authentic inquiries in the classroom, teachers should know the methods of doing research and must acquire skills needed for scientific research (Musante, 2006). The general problem is that when teachers are unable to practice scientific research and scientific inquiry, their students may be unable to engage in the practices of inquiry and the discourses by which scientific ideas are developed and refined (Willard, 2013). One way for teachers to gain this knowledge and understanding is by participating in Research Experience for Teacher (RET) (Ononye et al., 2007). These RET programs are aimed at equipping teachers with fundamental knowledge in the conduct of practical research for ongoing application in their daily experiences as teachers (Silverstein et al., 2009). There are many positive outcomes of RET programs that come from the immersion of teaches in scientific research, which in turn motivates teachers and helps them apply scientific learning in ways that are usually not possible for teachers. RET programs advocate for scientific practices and exploration that are based on real-life scenarios and proven to excite and engage teachers to invoke a passion for new scientific inquiry into their students, which enhances the learning process. However, the effect of RET practices amongst teachers has not been adequately explored (Grove, Dixon, & Pop, 2009). In particular, little research has been done on the supports needed to implement what the teachers learned into their classrooms. RET programs provide opportunities for teachers to engage in science practices and subsequently learn how to do them in the classroom environment. The specific problem is that teaches often have trouble implementing the science and engineering practices they learn from RET programs in their own classrooms due to constraints such as the lack of personnel for support, low motivation for teamwork, few resources, and competition from other coursework (Hemler & Repine, 2006). While these barriers are often found in studies that examine the implementation of new programs, there is paucity of information on how to support teachers as they implement the skills and knowledge from what they learn in an RET program in their own classrooms. There has been limited studies on examining the best practice science teachers’ adopted in their respective classroom to sustain the objectives of the RET program. Theoretically, the casual cascade will transfer from teachers participating in professional development, to implementing new practices in their classrooms, to positively impacting student learning. Schools need to be able to provide adequate support for teachers after completion of the RET program in order for teachers to put what they learned into practice. Consequently, it is imperative to discover the support mechanisms appropriate for teachers in the implementation of RET in their classroom with the goal of improving student’s learning. Theoretical Framework. In this study, the intention of research is to understand the mechanisms appropriate in supporting teachers’ gaining of knowledge and application of the science practice in their respective classroom. An understanding of these mechanisms requires the in-depth investigation concerning if and how the teachers implement the acquired knowledge in scientific research and inquiry. Guiding the analysis of this research interest necessitates the use of a theory that could help the researcher in interpreting the behaviors and responses of teachers concerning their experiences with regards to the implementation of RET. In this study, the research will utilize the inquiry-based pedagogy in exploring the high school science teachers’ experiences and lessons learned with their participation in the environmental engineering RET program. This section details the theoretical postulations of the inquiry-based pedagogy as applied in the analysis of science teachers’ experience and lessons from the RET program. In order to facilitate the aspect of incorporating practices of engaging learners in science-based practices, it is imperative to advocate for teacher change. Teacher change is a complex undertaking due to the various differences that exist in defining the exact demands of any specific change needed. While teacher change is based on various subtopics, the main element is what entails the implementation of something new in an education system, and ensure the most efficient and result oriented adaptation mechanism. As such, change can be viewed on two fronts, one being individual or small group change that focuses on the cognitive and various behavioral processes. On the other hand, the second aspect of change focuses on change from an organizational perspective that is based on large institutions characterized by various definitive features. As much as this organizational approach to change is also based on the individual cognitive and behavioral traits, the aspect of social psychology takes center stage and plays a much more critical role in determining how any element of change is taken. In light of the above, there are various forms of change, such as Chin and Benne (1969) proposition of empirical-rational, power-coercive, and normative-re-educative that all uses different approaches to bring about the element of change. Of particular interest among the three is the empirical-rational form of change since it is the basis upon which the aspect of teacher change is based. As such, it is structured on developmental change models that are based on utopian objectives, and a coherent method of achieving the desired goals. There is also a linear approach to realizing the need for change since it is based on some form of interaction between professional researchers and change agents who have to ensure that the change is effected as necessary. Through this relationship, the empirical-rational approach facilitates a relational approach to realizing change, thereby making it the most relatable towards the need to effect change from teachers going down to the students. Due to the linearity of teacher change, in that it is based on change being transferred from the teacher down to their students in the classroom, the instructional program necessary to be implemented is first advanced to the teachers after which they have the mandate of extending it down to their students in the most effective manner. As such, teachers are seen as agents of change, and they do not have a very significant say on what to impart on the students as they are guided by external forces, some of which may be well beyond their control (Weiner 2006, p. 109). This lack of control means that this mechanism is not particularly focused on the teachers as individuals that initiate this change, but rather, they are just the means to an end, the end of which is the desired outcomes of the change. As such, this shifts the aspects of teacher change to Chin and Benne’s (1969) second strategy, which is the normative-re-educative approach. Due to the unsuccessful nature of the first approach to change, the normative-re-educative strategizes the direction of change such that it now originates from the teachers involved and the immediate stakeholders. While the empirical-rational approach was far-fetched due to its lack of immediacy in relation to the source of the change, the normative-re-educative has higher chances for success based on the fact that it is indeed the teachers, or any other immediate party that initiates the change process. As such, the normative-re-educative approach to change is the most practical based on how it is structured on teacher-based change, as opposed to the third-party-based empirical-rational strategy that often lacks an immediate relation to the classroom. While the foregoing idealizes the concept of change in a broad perspective, there are mechanisms that affect individualistic approaches to teacher change, these are just as important as the wide approaches to change. The first and most natural form of individualistic change is the voluntary and naturalistic change which is structured on person or individual being that defines each unique teacher. This is in extension related to the experiences that they have had in their lives. Moreover, this explains the differences that exist between teachers in relation to how they take up change (Apple 2013, p. 111). A much more detailed approach to the individual elements of change is the stages of development that varies from one teacher to another based on different contextual scenarios and transitions from one phase to the next. Finally, another aspect that affects teacher change is the formal programs that determine the various progress or growth related features of the teaching profession. These different approaches are used to explain the diverse personalities that exist among teachers, and the corresponding mechanisms that have to be used to counter these diverse personalities (Williams 2007, p. 89). This is because while change is homogenous, teacher traits vary on a wide range of fronts, necessitating the adoption of a system capable of factoring all the different traits as effectively as possible (Dewey 2007, p. 78). Inquiry-based is both a learning and teaching method developed from the 1960s learning movement and political discourses between traditional and progressive education approach to learner’s education (Seltzer-Kelly, 2008). This methods opposed the traditional way of memorizing or familiarizing the instructional information. As a learning method, the learner is required to observe, interact, and immerse with the learning environment (Loucks-Horsely, Love, Stiles, Mundry, & Hewson, 2003). As a teaching method, inquiry-based begins with posing questions and problem scenarios to acquire knowledge for the teachers. As opposed to the traditional teaching method that answers questions based on established facts, inquiry-based teaching involves a facilitator who guides leaners in answering the problems by letting them immerse and investigate the process leading to the solution of the problem (Seltzer-Kelly, 2008, 2013). Based on these elements, the method includes problem-based learning through investigations and research project. In the case of the proposed study, in-service science and math teachers participated in an RET program to expose to them to a community that practices scientific inquiry with the purpose of acquiring skills and knowledge that is relevant in practicing scientific inquiry with the purpose of acquiring skills and knowledge that is relevant in practicing scientific inquiry with the purpose of acquiring skills and knowledge that is relevant in practicing scientific inquiry and research. Crucial to this process is the use of immersion as an instructional strategy in the successful transfer of knowledge. In scientific based inquiry, immersion in a facility devoted for generation of science knowledge provides the science teachers with general content and knowledge of the science process. An immersion in this facility provides the teacher the opportunity to re-experience learning like their students learn science. This experience allows teachers to participate in a learning activity that is in conjunction with a body of knowledge. This learning process is within the mandate of the National Science Education Standards. Educators fail to remember that mastery and application of knowledge are essential requirements in knowledge transfer. For educators to be effective in teaching his or her subject matter, he or she needs to hone his or her competency in learning information from his or her interaction with the people. Meaning teachers could effectively transfer the knowledge to his or her learners when he or she is sensitive to new information that his or her students could potentially have and that his or her responsibilities are to supplement these new information with practical applications. Rationale for the Study. Science teachers require domain knowledge about the subject and the skills to practice science inquiry. Additionally, science teachers must translate this knowledge and skills in their pedagogical practice with their students. Therefore, professional science teachers do not have the acquired skills set in doing research, which hinders them to actively participate in scientific research. RET implementation can be difficult, due to barriers such as lack of personnel for support low motivation for teamwork, few resources, and competition from other coursework. Nonetheless, there are schools who reported successful implementation of RET. An examination of these successes requires an investigation of the teachers’ lessons learned in their participation with the program. Purpose of the Study. The purpose of this mixed-method case study is to explore the high school science teachers’ experiences and lessons learned with their participation in the RET program. Using 21 purposive sampled in-service science teachers, the study intends to explore how knowledge and practices of science teachers improve with their participation in the RET program and how these experiences will be applied in their respective classroom. An understanding of the learning process and implantation of RET in their respective classrooms is significant in the promotion of RET as an approach in honing the competencies of science teachers in scientific tasks. Research Questions. The purpose of this study is to explore environmental engineering teachers’ experiences and lessons learned with their participation in the environmental engineering RET program. This study will be guided by the following research questions: Did participation in the RET program improve the teachers’ knowledge and skill of science practices? If so, does this affect their daily practices? In particular, do the teachers use the new knowledge and skills to teach the students how to engage in science practices? How are the lessons learned in the RET program applied and transferred in the science classroom? How do teachers’ practices in science teaching improve with their participation in RET program? What positive factors promote teachers’ change of science practices? What barriers impede teachers’ change of science practices? Significance of the Study This study will determine the experiences and lessons learned by the teachers concerning their immersion experiences and its contribution to the successful transfer of knowledge from teachers to their students in such a manner that they can engage in effective but active science practices. As such, the proposed study is significant among educators and school leaders in utilizing the apprenticeship model for institutional professional development activities for their science teachers. This study and potential results, particularly the lessons learned of the participants, will guide school leadership in resolving possible issues that may hinder the success and objectives of RET. Delimitations. The proposed qualitative case study only covers the RET experiences of 19 or 21 high school teachers in the state of Florida. The researcher bound the scope of the study in delimiting the factors that facilitate the proper understanding of what entails the development of perceptive and metacognitive abilities in science-based research and scientific inquiry. From this stance, the researcher could determine the positive factors that supplement or inhibit teachers’ change of science teaching practices. Limitations. Long-term research experiences may help the teachers more in order to increase their skills and understandings. The time of the program is important for teachers to improve their abilities and understandings. The limitation of the study therefore is the duration of the RET program which will last for six weeks. This study is detailed in the manner that its focuses on a wide scope, thereby necessitating the need to create enough time to facilitate the proper implementation of all that is required. Given that it evaluates the effects of active engagement in science-based programs, it is quite evaluative and requires a significant amount of time to fully execute a study of such a magnitude (McMichael 2008, p. 122). In this study, the researcher will examine one suitable RET program to evaluate its effectiveness in effecting science practices. One study is more effective since it would be much more difficult to manage and infer conclusions from different studies as each discipline has its own distinct features. The other important key element is the sample size. The research will be based on between 10 to 21 science teachers, and this number will be based on the requirements of the research method such that the sample size is based on what the research method needs. In addition, the use of surveys, interviews, observations and document analysis will be conducted by the author himself. As such, the limitations may be on the level of subjectivity and biases inherent in any qualitative studies. Definition of Terms. The following definition of terms is necessary since it gives an insight into the major definitions that characterize the research proposal. With such an understanding, it becomes much easier to get a grasp on exactly what each term means in relation to the study. Science Practices: science practices describe the understanding and abilities that students should absorb their different learning experiences so that it enables them to attain their objectives and goals in a learning environment (McMichael 2008, p. 129). They include asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations, engaging in argument from evidence, and obtaining, evaluating, and communicating information (National Research Council, 2012, p. 42). As such, science practices refers to the broader manner of approaching science-based activities, and is not necessarily fixed on any defined methods. The ability to carry out any scientific activity in an efficient and convenient manner that results in the desired outcome constitutes a science practice (Zull 2002, p. 201). Scientific Practices: These are methods of inquiry regulated by science approaches (Bereiter & Scardamalia, 1987). The term refers to the rationale at the base of the activity and the contextual structure explaining the activity (Shapin, 2008). Therefore, scientific practices are more strict and regulated by certain procedural criteria set by the appropriate science standards. This makes scientific practices the framework upon which science practices are based, meaning that every science practice has a certain reasoning behind it, which constitutes a scientific practice (Villia 2006, p. 176). Summary The purpose of this mixed-method case study is to explore the high school science teachers’ experiences and lessons learned with their participation in the RET program. This is in line with applying what they learned in facilitating an effective science oriented practices to their learners for better interpretative and analytical perspective to science. It is based on a pre-determined effective sample of teachers according to the discipline and the most appropriate method with the aim of exploring how knowledge and practices of science teachers change with their participation in the RET program and how these experiences applied in their respective classroom. The researcher intends to answer include how the RET process improves the knowledge and practices of high school teachers. How the lessons learned in the RET program are applied and transferred in the science classroom. How teachers’ science teaching practices develop with their participation in RET program. The positive factors that promote teachers’ change of science practices, and the barriers that impede teachers’ change of science practices. Therefore, this study is significant in understanding the development novice teachers experienced in a situated cooperative problem solving environment. References. Halverson, R. & Collins, R. (2009). Education in the Age of Technology. 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The Art of Changing the Brain. Enriching Teaching by Exploring the Biology of Learning. Malden, MA: Stylus Publishing, LLC. Villia, P. (2006). Teacher Change and Development. Indianapolis IN: Nova Publishers. Williams, M. (2007). Teacher Change during a Professional Development Program. Iowa, IA: Iowa State University. Read More