Carole Basile

Environmental Education as a Catalyst for Transfer of Learning in Young Children.

Abstract As environmental educators continue to develop guidelines for curriculum, instruction, and professional development, it is important to consider the issue of transfer. This issue is particularly a concern in early childhood education, where the formation of environmental learning and attitudes is just beginning. The researcher attempted to determine how a variety of knowledges (declarative, procedural, and schematic) transferred when third-grade children were given problem situations. Data were analyzed using a multivariate analysis of covariance, and statistically significant results provide insight into further considerations for enhancing instruction in environmental education.

Problem-based learning: Reflective coaching for teacher educators

This paper explores problem-based learning as a dimension that adds context and framework to coaching and reflection. The process for problem-based learning is described as a healthy environment for reflection, discussion and problem solving. Results illustrate how teacher candidates move from micro-reflection to self-reflection to macro-reflection as they engage in a year-long teacher education program in a professional development school. Implications from the study suggest that problem-based learning is a valid process for the enculturation of teacher candidates to schools and to the profession of teaching.

Walking in Two Worlds: Master Teachers Serving as Site Coordinators in Partner Schools.

Abstract The emergence of partnerships to promote simultaneous renewal of university schools and colleges of education as well as K-12 public schools has resulted in new roles for personnel in both settings. The present study describes multiple aspects of one of these roles; that of the site coordinator. A site coordinator is a master teacher on special assignment to lead implementation of the four functions of partner schools as articulated by members of the National Network for Educational Renewal. These functions are teacher preparation, professional development, renewal of curriculum and instruction (i.e., exemplary instruction for all), as well as research and inquiry. The factors that have influenced the evolution of this role over 8 years of a complex school–university partnership are described. Qualitative data collected from semi-structured interviews conducted with 31 site coordinators regarding their perceptions of the role are included as well. These data are organized according to multiple themes within the two broad categories of personal and professional benefits as well as challenges. Finally, the essential nature of this role in facilitating the simultaneous renewal of basic and higher education is discussed as a guide to others who participate in school–university partnerships.

Merging General and Special Education Teacher Preparation Programs to Create an Inclusive Program for Diverse Learners.

This article describes a number of internal organizational initiatives within an urban teacher education program designed to foster inclusive, responsive practices by newly licensed general and special education teacher candidates. After implementing a merged preparation program for both special and general educators, we captured faculty and student perspectives.

Principals as knowledge managers in partner schools

Todays school leaders are searching for a way to give value to and effectively manage a schools intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership.

Evaluating long-term complex professional development: using a variation of the cohort control design

Abstract This paper introduces a variation on the post-test only cohort control design and addresses questions concerning both the methodological credibility and the practical utility of employing this design variation in evaluations of large-scale complex professional development programmes in mathematics education. The original design and design variation, which adds a pre-test measure and gain scores for both pre-treatment and post-treatment conditions, are compared theoretically for their respective controls on threats to internal validity, and practically for their comparative ease of implementation in field settings. We conclude that the design variation adds important controls to selection bias that the original design cannot. From a utility perspective, however, there are trade-offs, because this design variation requires more data collection observations, more complex data management and certain psychometric characteristics for the outcome measure.

An organizational model to distinguish between and integrate research and evaluation activities in a theory based evaluation.

Theory-based evaluation (TBE) is an evaluation method that shows how a program will work under certain conditions and has been supported as a viable, evidence-based option in cases where randomized trials or high-quality quasi-experiments are not feasible. Despite the models widely accepted theoretical appeal there are few examples of its well-implemented use, probably due to time and money limitations necessary for planning and a confusion over the definitions between research and evaluation functions and roles. In this paper, we describe the development of a theory-based evaluation design in a Math and Science Partnership (MSP) research project funded by the U.S. National Science Foundation (NSF). Through this work we developed an organizational model distinguishing between and integrating evaluation and research functions, explicating personnel roles and responsibilities, and highlighting connections between research and evaluation work. Although the research and evaluation components operated on independent budgeting, staffing, and implementation activities, we were able to combine datasets across activities to allow us to assess the integrity of the program theory, not just the hypothesized connections within it. This model has since been used for proposal development and has been invaluable as it creates a research and evaluation plan that is seamless from the beginning.