Innovating Instruction: Systemic Transformation at the School Level

• In Event: 42.069 - Learning Across Borders: International Research on Educational Change

Abstract

This research captures organizational changes made by two schools working with a university-based research and development center on a Science, Technology, Engineering and Mathematics (STEM) project. STEM, as a transdisciplinary concept, is a particularly fitting focus for research related to educational change because organizational change, at some level, is required. The project used a professional development model, Innovating Instruction, to support the school-change process. Results indicated that, over a three-year period, teachers made significant changes to their practices with the development of increasingly sophisticated, authentic STEM projects. Organizational changes included dedicating Fridays to STEM work in one school, while the other school reconfigured their staffing structure to create a team of teacher designers focused on STEM work.

Authors

• Ellen B. Meier, Teachers College, Columbia University

• Dawn M. Horton, Teachers College, Columbia University

• Seth A. McCall, Teachers College, Columbia University

• Jessica Yusaitis-Pike, Teachers College, Columbia University

• Rita Sanchez, Teachers College, Columbia University

• Alexandra Thomas, Teachers College, Columbia University

• Caron M. Mineo, Teachers College, Columbia University