Exploring Outcomes of a Museum-Based Teacher Residency Program Through an Equity in Science Education Lens

• In Event: Informal Science Institutions and Equity: Taking This Moment to Act With Justice

Abstract

Objectives. This research explores impacts of a museum-based teacher residency program on graduates’ teaching practices and their students’ learning, with specific focus on equity-centered outcomes. Researchers from three partner institutions examine mixed methods approaches.

Context. Designed to address the critical shortage of effective and certified Earth Science (ES) teachers in our state, the program seeks to address concerns about children’s access to science in complex, urban schools (USDOE, 2020; Cardichon et al., 2020). The museum’s residency program partners with four high-needs schools throughout the city.

Theoretical perspectives. As residency programs attempt to respond to issues of shortages of qualified teachers in particular content areas, recent studies explore residency programs’ effects on teacher recruitment and retention (Papay et al., 2012; Berry et al., 2008). Residency graduates are more likely to remain in teaching during those pivotal first years than their peers from traditional teaching programs (Guha et al., 2016; Sloan & Blazevski, 2015); which many argue is important for students’ equitable access to learning. However, few studies explore the impact of these programs on student outcomes, potentially due to residency programs’ recent history (Guha et al., 2017). We draw on research on teacher education in ISIs (Wissehr & Hanuscin, 2008) and core teaching practices (Windschitl & Calabrese Barton, 2016; Kloser, 2014).

Methods. We assess graduates’ impact on student achievement on statewide assessments, using regression analysis with a matched comparison group based on student, teacher, and school characteristics. Additionally, we use a case study approach and cross-case analysis (Yin, 2014) to examine: 1) the nature of graduates’ pedagogical practices; and 2) graduates’ effects on their students’ learning in high-needs schools where they teach. Iterative processes of inductive and open coding techniques are used to clarify major themes (Strauss & Corbin, 1998).

Data. We use individual-level data on teachers and students provided by the city’s Department of Education for 2013 to 2019, including teacher-student linkage, student demographic and educational files, test scores, and teacher pedagogy data. Qualitative data include 31 interviews with 4 graduates, focus groups with 16 students, 16 faculty interviews, 37 classroom observations, teacher and student artifacts over two years.

Results. Analyses indicate graduates’ students perform significantly higher than the matched comparison students. Students taking ES classes and ES statewide exam in schools where graduates teach have increased; an important finding for equity (Author, 2021). Furthermore, graduates continue to teach economically disadvantaged students in high-needs schools. Case studies highlight graduates’ use of the museum, resources, and pedagogical practices learned in the program, including teaching the practices of science and making science local and relevant. Findings suggest graduates have positive effects on students’ learning content and engagement in science practices (Authors, 2017).

Significance. Contributing to residency program outcomes research, this study offers insight into strengths that ISIs can bring to teacher preparation and student science learning in high-needs schools. ISIs hold promise for preparing and supporting teachers in complex settings, revealing opportunities for the increasingly diverse student body of our city.

Authors

• Jamie Wallace, American Museum of Natural History

• Karen M. Hammerness, American Museum of Natural History

• Elaine Howes, American Museum of Natural History

• Rosamond Kinzler, American Museum of Natural History

• Cristina Trowbridge, American Museum of Natural History

• Meryle Weinstein, New York University