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Abstract Title: Quantifying changes in school teachers’ practices
Abstract: Grant agencies are requiring documentation that goes beyond anecdote. We work with inservice middle- and high-school teachers in two high-needs urban school districts in Ohio. The Ohio Department of Education requires supported programs to involve at least 120 hours of professional development, with at least half during the school year. We estimate that new teachers who attend the summer institutes received at least 188 hours of professional development involvement this past year (70 h, summer; 70 h, grade-level meetings; 48 to 96 h, CFA analyses; plus staff classroom visits and voluntary attendance at professional society meetings). We expect to see changes in teacher practice as a result. This poster explains our attempt to quantify changes in teacher practice by using RTOP and other self-assessments to quantify changes in teachers and teaching practice.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Bill Schmitt
Science Center of Inquiry
13225 N. Verde River Dr. Suite 104
Fountain Hills, AZ 85268
Phone: 602-684-5380
Co-Author(s)
and Co-Presenter(s)
Jennifer Esswein, Tennessee Department of Education
Gordon Aubrecht, Department of Physics, Ohio State University
Jessica Creamer, Department of Education Teaching and Learning, Ohio State University