Designing and evaluating a STEM teacher learning opportunity in the research university

Patricia L. Hardré, Chen Ling, Randa L. Shehab, Jason Herron, Mark A. Nanny, Matthias U. Nollert, Hazem Refai, Christopher Ramseyer and Ebisa D. Wollega

Evaluation and Program Planning, 2014, vol. 43, issue C, 73-82

Abstract: This study examines the design and evaluation strategies for a year-long teacher learning and development experience, including their effectiveness, efficiency and recommendations for strategic redesign. Design characteristics include programmatic features and outcomes: cognitive, affective and motivational processes; interpersonal and social development; and performance activities. Program participants were secondary math and science teachers, partnered with engineering faculty mentors, in a research university-based education and support program. Data from multiple sources demonstrated strengths and weaknesses in design of the program's learning environment, including: face-to-face and via digital tools; on-site and distance community interactions; and strategic evaluation tools and systems. Implications are considered for the strategic design and evaluation of similar grant-funded research experiences intended to support teacher learning, development and transfer.

Keywords: Program evaluation; Teacher professional development; University research for teachers; Engineering; STEM (search for similar items in EconPapers)
Date: 2014
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:epplan:v:43:y:2014:i:c:p:73-82

DOI: 10.1016/j.evalprogplan.2013.11.002

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