Teacher Decision Making in the Context of an Emerging Research-Practice Partnership Focused on Innovative STEM Instructional Reform

• In Event: Educators' Decisions, Ethnics, and Responsibilities

Abstract

Focused on solving problems of practice, design-based research-practice partnerships (RPP) are viewed as one avenue for overcoming the trend of teachers discarding innovative instructional approaches at the conclusion of research projects. Missing from research on RPPs are studies investigating what influences teachers’ decisions to continue using the innovative materials. The purpose of this study is to understand the decision-making process of teachers involved in a STEM-focused RPP. Findings indicate some influences supported teachers’ choice to continue using the new materials while others discouraged continual use of said materials. Finally, the campus PLCs was, at times, supportive of using the new materials while at other times, discouraging of the use of new materials.

Authors

• Todd L Hutner, The University of Alabama

• Victor Sampson, The University of Texas at Austin

• Daniel FitzPatrick, The University of Texas at Austin