NARST 2008

McGinnis, J. R.,Marbach-Ad, G. Dantley, S. J., Benson, S., Dai, A, & Pease, R. (2008). Landscape Baseline data in a large scale science teacher preparation model. A paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, Maryland, April, 2008.

ABSTRACT  

Project Nexus [PN], the Maryland Science Teacher Professional Continuum for Upper Elementary/Middle Level Grades, is designed to develop and test a science teacher professional development model that prepares, supports and sustains upper elementary and middle level specialist science teachers. It is a funded NSF project in the Teacher Professional Continuum program. The interns in Project Nexus (study participants in the project include: undergraduate advisors, college students, science and science methods instructors, afterschool informal science adult leaders, and beginning science teachers) are hypothesized to benefit from a baccalaureate program that features connecting transformative undergraduate science content courses with reform-aligned science method courses, supported internship experiences with adolescent students in informal education contexts, field placements in urban professional development schools, and ongoing innovative educational experiences that target the needs of minority and urban students. Two different types of universities participate in the project: a Historically Black College/University (HBCU) and a Predominately White University/College (PWUC). Before implementing the model, we needed to collect baseline data across several dimensions that documented their current landscape in science teacher preparation. Firstly, we audiotaped and analyzed the institutions’ science and education advisors’ reported beliefs and stated actions regarding the recruitment of college students to science teaching, particularly African Americans. Secondly, we collected and analyzed responses to a valid and reliable survey by all the previous year’s graduates of the two institution’s teacher preparation programs. Constructs analyzed included respondents’ attitudes, beliefs and practices of science and science teaching. Findings are reported and discussed.

This material is based on work supported by the National Science Foundation under Grant No. 0455752. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

© 2005 University of Maryland