Intensified Algebra I, a comprehensive program used in an extended-time algebra class, helps students who are one to two years behind in mathematics become successful in algebra. It is a research and development initiative of the Charles A. Dana Center at The University of Texas at Austin, the Learning Sciences Research Institute at the University of Illinois at Chicago, and Agile Mind, that transforms the teaching of algebra to students who struggle in mathematics. Central to the program is the idea that struggling students need a powerful combination of a challenging curriculum, cohesive, targeted supports, and additional well-structured classroom time. Intensified Algebra I seeks to addresses the need for a robust Algebra I curriculum with embedded, efficient review and repair of foundational mathematical skills and concepts. It aims to address multiple dimensions of learning mathematics, including social, affective, linguistic, and cognitive. Intensified Algebra I uses an asset-based approach that builds on students’ strengths and helps students to develop academic skills and identities by engaging them in the learning experience. The program is designed to help struggling students succeed in catching up to their peers, equipping them to be successful in Algebra I and their future mathematics and science courses.

Our project asks whether media-rich curriculum materials that immerse middle school students in real, current scientific research can improve students' understanding of science content, and their understanding and appreciation of science as a way to learn about the natural world.  We are using Science Bulletins, digital media stories about current science produced by the American Museum of Natural History (AMNH) in New York City to develop middle and high school case study units on contemporary issues in ecology for students underserved in their connection to nature. We developed two problem-based modules that use current scientific data to link ecological principles to real-world environmental issues. Each unit is constructed around a question linking the ecological topic with human daily life. One unit asks the question, 'How do snowy and icy roads put the Baltimore area's water supply at risk?' The other asks the question, 'How does being able to drive between Los Angeles and Las Vegas in under five hours put the bighorn sheep at risk?' The students must use source material to develop hypotheses to address these questions. They then analyze real data to test their hypotheses. Finally, they watch and analyze Museum media to connect the questions that they investigated to broader ecological principles and issues. Additionally, students are asked at the beginning and the end of these units to self-assess their understanding of the science content, the nature of scientific inquiry, and their place in the natural world.

The American Museum of Natural History and Michigan State University propose a research and development project focused on DR-K12 challenge #2 and the hypothesis that learners must have access to the real work of scientists if they are to learn both about the nature of science and to do inquiry themselves. The overarching questions that drive this project are: How can informal science education institutions best design resources to support teachers, school administrators, and families in the teaching and learning of students to conduct scientific investigations and better understand the nature of science? How are these resources then used, and to what extent and in what ways do they contribute to participants’ learning? How are those resources then used for student learning? Answering these questions will involve the use of existing and new resources, enhancement of existing relationships, and a commitment to systematically collect evidence. Urban Advantage (UA) is a middle school science initiative involving informal science education institutions that provides professional development for teachers and hands-on learning for students to learn how to conduct scientific investigations. This project will (1) refine the UA model by including opportunities to engage in field studies and the use of authentic data sets to investigate the zebra mussel invasion of the Hudson River ecosystem; (2) extend the resources available to help parents, administrators, and teachers understand the nature of scientific work; and (3) integrate a research agenda into UA. Teaching cases will serve as resources to help teachers, students, administrators, and families understand scientific inquiry through research on freshwater ecosystems, and—with that increased understanding—support student learning. Surveys, observations, and assessments will be used to document and understand the effects of professional development on teachers, students, administrators, and parents. The study will analyze longitudinal, multivariate data in order to identify associations between professional development opportunities for teachers, administrators, and parents, their use of resources to support their own learning and that of students, middle school teachers’ instructional practices, and measures of student learning.

This project examines the effect of four different types of induction programs on 100 5th year teachers of secondary science. The teachers involved in the study have participated in a previous study during their first three years of teaching.

The four types of induction programs are described as follows.

1. General induction programs offered by school districts/regional centers,

2. Science-specific e-mentoring programs offered by higher education or science organizations,

3. Science-specific programs offered by higher education institutions, and

4. Intern programs that allow teachers to earn their teaching credential while they complete their first year of teaching.

Dr. Luft's research concentrates on providing the details that give insights into why newly qualified science teachers are leaving or persisting in the profession and how induction programs affect their beliefs and practices. The research questions for this study are:

1. Do induction programs make a difference in the retention of secondary science teachers during their fourth and fifth year?

2. What characterizations can be made about teachers who persist, their performance, and the assistance they receive?

3. How do beginning science teachers develop over their first five years? How do induction programs contribute to this development?

Data collection includes 8 interviews and 2 classroom observations of each teacher. The CETP-COP and Oregon Teacher Observation Protocol are used for classroom observations. Quantitative data analysis utilizes ANOVAs and HLM, to be followed by a qualitative analysis exploring the findings.

The research team is based at Arizona State University and includes Dr. Luft, Dr. Marilyn Thompson, five graduate students and one undergraduate student. The products will include papers submitted to professional journals, postings to the Arizona Science Coordinators Association listserv, and direct dissemination to school administrators and local meetings.

The impacts will be increased understanding of induction programs, what they achieve and what characteristics are effective. This will help policy makers and administrators modify the programs for increased effectiveness. Given the high rate of teachers leaving the profession during the first five years and the popularity of induction programs, the primary impact would be increased retention of quality teachers.

Project Publications and Presentations:

Hemingway, Claire & Packard, Carol (2011, April). Seeds of Wonder and Discovery. Science Scope, v. 34 (8), p. 38.