The Evaluation of Internet-Based Reading Apprenticeship Improving Science Education (iRAISE)

• In Event: 61.042 - The Evaluation of Reading Apprenticeship for Improving Secondary Education

Abstract

Recent research has identified the characteristics of teacher professional development known to be effective in improving learning outcomes for science students (Desimone, 2009). These include a content focus on student learning in science, active learning opportunities for teachers, professional development of sufficient duration, and collective participation. Internet-based Reading Apprenticeship Science Education (iRAISE) was developed to address these needs, using the high-quality RAISE model of PD in a lower-cost, online format. In doing so, iRAISE intends to increase access to the RAISE PD, for teachers and students in diverse locations and populations.

The evaluation of iRAISE consists of a one-year formative evaluation of the development of the program, followed by a one-year randomized control trial. Both evaluations comprise high school science teachers in Michigan and Pennsylvania. During the first year of the study (AY 2013-14), 25 teachers participated in a pilot study to develop the iRAISE product. The evaluation team conducted a formative evaluation, collecting data and providing feedback to the developer. Data collection consisted of observation of design team meetings, the initial teacher training, and monthly follow-up meetings; monthly teacher surveys; and interviews with a subset of participants. Rich survey and interview data offer insight into teachers’ experience with the online PD and implementation of Reading Apprenticeship strategies in their classrooms. The second year of the study is a randomized control trial (AY 2014-15) including more than 80 new teachers. This mixed methods design evaluates the impact of iRAISE on student and teacher outcomes. Teacher outcomes, including changes in teacher practice, will be measured through the monthly online surveys. Student achievement outcomes will be measured by an independent academic literacy assessment developed by ETS.

In this presentation, we will report results from the full scope of the formative evaluation and also offer some comparisons to preliminary survey results from the randomized control trial. We will present the perceived benefits of the online platform, such as flexible scheduling and cost-effectiveness, in addition to the challenges or constraints of online environments, such as developing a comfortable and interactive social environment among participants. In doing so, we intend to contribute to building a theoretical model for rigorous online adult learning with the potential for changing classroom practice through professional development. Lessons learned in the online translation of the RAISE face-to-face science professional development can be adapted to other subject-specific and grade-range-specific teacher audiences. This project yields new understandings to address the growing national need for low-cost, high-quality professional development addressing new higher standards for teachers and students such as those embodied in the Common Core and the National Science Education Standards.

Authors

• Megan Toby, Empirical Education Inc.

• Andrew P. Jaciw, Empirical Education Inc.

• Adam Schellinger, Empirical Education Inc.