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

Mon, April 20, 12:25 to 1:55pm, Virtual Room

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-related 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, 2014). 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 and attrition, 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 (Guha et al., 2016; Sloan & Blazevski, 2015); which many argue is important for children’s equitable access to learning. Few studies explore residency graduates’ student learning 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 et al., 2012; Kloser, 2014).

Methods. We assess graduates’ impact on student achievement on statewide assessments, using regression analysis and comparison groups: students of teachers with same license and teaching experience; propensity score matching on student characteristics. Providing qualitative perspectives, we employ case study methodology and cross-case analysis to investigate: 1) the nature of graduates’ pedagogical practices; and 2) graduates’ effects on students’ learning in high-needs schools where they teach. We engaged in iterative processes of inductive and open coding techniques to clarify major themes (Patton, 1990; Strauss & Corbin, 1998).

Data. Data on teachers and students from 2013-2018 for regression analysis come from the city’s Department of Education, including teacher-student linkage, student demographic and educational files, DOE-employed teacher data. Qualitative data include 31 interviews with 4 teachers, focus groups with 16 students, 16 faculty interviews, 37 classroom observations, teacher and student artifacts over two years.

Results. Analyses indicate increases in students taking ES classes and ES Regents Exam in schools where graduates teach; an important finding for equitable impacts (Author, 2019). Graduates continue to teach high-need students in high-need schools. Graduates’ students perform as well as students of teachers with similar experience and certification; and compared to students with similar characteristics whose teachers have more experience than graduates. Case studies highlight graduates’ use of 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. We believe this study will contribute to understanding strengths ISIs can bring to teacher preparation and student learning in high-needs schools, adding to residency program outcomes research. ISIs hold promise for preparing and supporting teachers in complex settings, revealing opportunities for the increasingly diverse student body of our city.

Authors