Thursday, August 28th, 2008
Overview of the Curriculum Topic Study Project |
Project Summary
Need for this Project
Underlying Knowledge and Research Base for CTS
Overarching Project Goal
Major Project Goals
Outcomes for Teachers
Student Outcome
Broader Impact
3 Products
CTS Study Guides
General Evaluation Questions
Evaluation Methods
Learning Contexts Examined for CTS use
National Design Team and Field Test Sites
The Curriculum Topic Study (CTS) is a Teacher Professional Continuum- Professional Development Materials project funded by the National Science Foundation, The CTS project is developing a set of tools and professional development processes to engage science and mathematics teachers and professional developers in a methodical process of using national standards and research on student learning to study, analyze, and apply the content and instructional implications of the science and mathematics topics they teach. CTS builds a bridge between state and national standards, research on students' ideas in science, and opportunities for students to learn science and mathematics through improved teacher practice. Click here to read the NSF Abstract.
Engaging science educators in scholarly thought and purposeful use of standards and research on student learning is key to improving student achievement. National and state standards and an expanding body of cognitive research have been available to teachers since the start of the "standards-based" wave of science education reform. However, a systematic process and unified set of tools to collectively and deliberately utilize them in practice and within professional development structures has been missing.
In addition, the new "highly qualified teacher" requirements set by No Child Left Behind, make this a critical time for teachers to have the tools and processes they need to continuously develop as professionals. In this NCLB age of standards and high stakes accountability, it is not enough to be guided by only a list of state standards or curriculum materials.
Teachers who strive to become accomplished science and mathematics educators need the right tools and processes to reach their professional goals. The CTS project intends to fill the need for continuous learning by providing educators with an intellectually rigorous and invigorating process for examining the science and mathematics topics they teach so that all teachers can make well-informed decisions to improve student learning.
National standards have been around for almost a decade, yet studies such as the National Research Council's 2002 report, Investigating the Influence of Standards, show that standards have not made a significant impact where it matters most--the classroom. Clearly, translating science and mathematics standards into classroom practice is a continuing challenge yet to be overcome. At the same time, there is a shift toward providing more substantive transformative professional development and supporting resources that reflect the current knowledge base and cognitive research on how teachers and students learn. In 2000, the NRC released How People Learn, which is raising awareness among science and mathematics educators of the need to understand the preconceptions students bring to their learning.
CTS--by virtue of its focus on K-12 science and mathematics standards-based content, research into students' conceptions, and pedagogical strategies linked to specific idea and skills--reflects the findings from How People Learn that distinguish expert teachers from novices. There is a strong link between teacher expertise, which involves both content and pedagogical content knowledge, and student achievement. Because teacher expertise has such a demonstrated impact on student learning, it stands to reason that processes that develop science teachers' knowledge and skills, such as CTS, are a sound investment toward improving student achievement in science and mathematics. CTS is informed by and utilizes the knowledge and research generated through the areas of:
National, State, and Local Standards
Research on Student Learning
Theory and Practice of Professional Development
Reading Comprehension Strategies
Teacher Content Knowledge
Pedagogical Content Knowledge
Teachers' Beliefs about Teaching and Learning
The overarching goal of Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Research is to develop a coordinated set of Curriculum Topic Study (CTS) materials to improve professional development and teaching across the teacher professional continuum using tools and processes that support systematic and scholarly use of national standards and cognitive research.
• Develop a science and a mathematics Curriculum Topic Study (CTS) resource book for teachers at all levels of the teaching continuum.
• Provide professional development to K-12 teachers and use impact results for further CTS research and development.
• Develop a Facilitator's Guide to support the capacity of professional developers, pre-service faculty, and teacher leaders to incorporate CTS in a content-rich, standards-based, and research-informed context for teacher learning.
• Deepen understanding of the science and mathematics content teachers need to know to effectively teach K-12 curricular topics.
• Translate science and mathematics content for adult learning (such as through university courses) to content appropriate for K-12 settings.
• Identify and clarify core knowledge and skills in science and mathematics including unifying themes, big ideas, concepts, skills and procedures, specific ideas, terminology, and formulas embedded in the content standards and curricular objectives.
• Improve coherency of scientific and mathematical ideas as they develop over multiple grade levels.
• Make effective use of the research base on student learning to identify potential learning difficulties, developmental considerations, and alternative conceptions associated with a science or mathematics curricular topic.
• Apply effective content-specific pedagogical strategies and identify useful contexts for teaching scientific and mathematical ideas as they relate to a particular topic.
• Improve teachers' ability to make connections within and across science and mathematics topics.
Increase opportunities for ALL students to achieve and demonstrate achievement of important science and mathematics learning goals articulated in district, state, and national standards.
CTS provides the "missing link" to develop national capacity to implement standards in the classroom and utilize research on student learning for the purpose of improving teaching practice. Because the CTS process is not specific to any one national or state standards document, teachers will be able to use the CTS process and materials to enhance and improve opportunities for students to learn in a variety of curricular, instructional, assessment, and professional development contexts.
• Science Curriculum Topic Study- Bridging the Gap Between Standards and Practice (2005)
• Mathematics Curriculum Topic Study- Bridging the Gap Between Standards and Practice (2006)
• The Curriculum Topic Study Facilitator's Guide for Science and Mathematics (2007)
147 topic guides in science, 90 topic guides in mathematics
How do teachers engage with the CTS tools and processes?
What is the nature of the dialogue during CTS?
How do teachers' beliefs change after using CTS?
What aspects of CTS do teachers find most useful?
What aspects of CTS do professional developers and teacher educators find most useful?
How does CTS improve teachers' content knowledge?
How does CTS improve teachers' pedagogical content knowledge?
How does CTS impact teachers' practice and students' opportunity to learn?
• Observations
• Pre and post questionnaires
• Dialogue analysis
• Interviews
• Artifact Analysis:
• Teacher written vignettes
• Teacher portfolios and products
• Teacher written cases
• Reflections
Study Groups
Lesson Study
Action Research
Case Discussions
Content Immersion
Demonstration Lessons
Mentoring and Coaching
Looking at School Data
Looking at Student Work
Leadership Development
Curriculum Implementation
Pre-Service Methods Courses
Professional Development Design
Face to Face and Online Workshops
Curriculum and Assessment Development
• Geographically Diverse School Districts- Rural, Suburban, and Urban
• Math/Science Partnerships
• Centers for Teaching and Learning
• Professional Development Organizations
• University Faculty
• Informal Science Institutions
• Scientists and Mathematicians
• Leadership Institutes and Academies
• Mentoring and Induction Programs
Need for this Project
Underlying Knowledge and Research Base for CTS
Overarching Project Goal
Major Project Goals
Outcomes for Teachers
Student Outcome
Broader Impact
3 Products
CTS Study Guides
General Evaluation Questions
Evaluation Methods
Learning Contexts Examined for CTS use
National Design Team and Field Test Sites
PROJECT SUMMARY:
The Curriculum Topic Study (CTS) is a Teacher Professional Continuum- Professional Development Materials project funded by the National Science Foundation, The CTS project is developing a set of tools and professional development processes to engage science and mathematics teachers and professional developers in a methodical process of using national standards and research on student learning to study, analyze, and apply the content and instructional implications of the science and mathematics topics they teach. CTS builds a bridge between state and national standards, research on students' ideas in science, and opportunities for students to learn science and mathematics through improved teacher practice. Click here to read the NSF Abstract.
NEED FOR THIS PROJECT:
Engaging science educators in scholarly thought and purposeful use of standards and research on student learning is key to improving student achievement. National and state standards and an expanding body of cognitive research have been available to teachers since the start of the "standards-based" wave of science education reform. However, a systematic process and unified set of tools to collectively and deliberately utilize them in practice and within professional development structures has been missing.
In addition, the new "highly qualified teacher" requirements set by No Child Left Behind, make this a critical time for teachers to have the tools and processes they need to continuously develop as professionals. In this NCLB age of standards and high stakes accountability, it is not enough to be guided by only a list of state standards or curriculum materials.
Teachers who strive to become accomplished science and mathematics educators need the right tools and processes to reach their professional goals. The CTS project intends to fill the need for continuous learning by providing educators with an intellectually rigorous and invigorating process for examining the science and mathematics topics they teach so that all teachers can make well-informed decisions to improve student learning.
UNDERLYING KNOWLEDGE AND RESEARCH BASE FOR CTS:
National standards have been around for almost a decade, yet studies such as the National Research Council's 2002 report, Investigating the Influence of Standards, show that standards have not made a significant impact where it matters most--the classroom. Clearly, translating science and mathematics standards into classroom practice is a continuing challenge yet to be overcome. At the same time, there is a shift toward providing more substantive transformative professional development and supporting resources that reflect the current knowledge base and cognitive research on how teachers and students learn. In 2000, the NRC released How People Learn, which is raising awareness among science and mathematics educators of the need to understand the preconceptions students bring to their learning.
CTS--by virtue of its focus on K-12 science and mathematics standards-based content, research into students' conceptions, and pedagogical strategies linked to specific idea and skills--reflects the findings from How People Learn that distinguish expert teachers from novices. There is a strong link between teacher expertise, which involves both content and pedagogical content knowledge, and student achievement. Because teacher expertise has such a demonstrated impact on student learning, it stands to reason that processes that develop science teachers' knowledge and skills, such as CTS, are a sound investment toward improving student achievement in science and mathematics. CTS is informed by and utilizes the knowledge and research generated through the areas of:
National, State, and Local Standards
Research on Student Learning
Theory and Practice of Professional Development
Reading Comprehension Strategies
Teacher Content Knowledge
Pedagogical Content Knowledge
Teachers' Beliefs about Teaching and Learning
OVERARCHING PROJECT GOAL:
The overarching goal of Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Research is to develop a coordinated set of Curriculum Topic Study (CTS) materials to improve professional development and teaching across the teacher professional continuum using tools and processes that support systematic and scholarly use of national standards and cognitive research.
MAJOR PROJECT GOALS:
• Develop a science and a mathematics Curriculum Topic Study (CTS) resource book for teachers at all levels of the teaching continuum.
• Provide professional development to K-12 teachers and use impact results for further CTS research and development.
• Develop a Facilitator's Guide to support the capacity of professional developers, pre-service faculty, and teacher leaders to incorporate CTS in a content-rich, standards-based, and research-informed context for teacher learning.
OUTCOMES FOR TEACHERS:
• Deepen understanding of the science and mathematics content teachers need to know to effectively teach K-12 curricular topics.
• Translate science and mathematics content for adult learning (such as through university courses) to content appropriate for K-12 settings.
• Identify and clarify core knowledge and skills in science and mathematics including unifying themes, big ideas, concepts, skills and procedures, specific ideas, terminology, and formulas embedded in the content standards and curricular objectives.
• Improve coherency of scientific and mathematical ideas as they develop over multiple grade levels.
• Make effective use of the research base on student learning to identify potential learning difficulties, developmental considerations, and alternative conceptions associated with a science or mathematics curricular topic.
• Apply effective content-specific pedagogical strategies and identify useful contexts for teaching scientific and mathematical ideas as they relate to a particular topic.
• Improve teachers' ability to make connections within and across science and mathematics topics.
STUDENT OUTCOME:
Increase opportunities for ALL students to achieve and demonstrate achievement of important science and mathematics learning goals articulated in district, state, and national standards.
BROADER IMPACT:
CTS provides the "missing link" to develop national capacity to implement standards in the classroom and utilize research on student learning for the purpose of improving teaching practice. Because the CTS process is not specific to any one national or state standards document, teachers will be able to use the CTS process and materials to enhance and improve opportunities for students to learn in a variety of curricular, instructional, assessment, and professional development contexts.
3 PRODUCTS:
• Science Curriculum Topic Study- Bridging the Gap Between Standards and Practice (2005)
• Mathematics Curriculum Topic Study- Bridging the Gap Between Standards and Practice (2006)
• The Curriculum Topic Study Facilitator's Guide for Science and Mathematics (2007)
CTS STUDY GUIDES:
147 topic guides in science, 90 topic guides in mathematics
GENERAL EVALUATION QUESTIONS:
How do teachers engage with the CTS tools and processes?
What is the nature of the dialogue during CTS?
How do teachers' beliefs change after using CTS?
What aspects of CTS do teachers find most useful?
What aspects of CTS do professional developers and teacher educators find most useful?
How does CTS improve teachers' content knowledge?
How does CTS improve teachers' pedagogical content knowledge?
How does CTS impact teachers' practice and students' opportunity to learn?
EVALUATION METHODS:
• Observations
• Pre and post questionnaires
• Dialogue analysis
• Interviews
• Artifact Analysis:
• Teacher written vignettes
• Teacher portfolios and products
• Teacher written cases
• Reflections
LEARNING CONTEXTS EXAMINED FOR CTS USE:
Study Groups
Lesson Study
Action Research
Case Discussions
Content Immersion
Demonstration Lessons
Mentoring and Coaching
Looking at School Data
Looking at Student Work
Leadership Development
Curriculum Implementation
Pre-Service Methods Courses
Professional Development Design
Face to Face and Online Workshops
Curriculum and Assessment Development
NATIONAL DESIGN TEAM AND FIELD TEST SITES:
• Geographically Diverse School Districts- Rural, Suburban, and Urban
• Math/Science Partnerships
• Centers for Teaching and Learning
• Professional Development Organizations
• University Faculty
• Informal Science Institutions
• Scientists and Mathematicians
• Leadership Institutes and Academies
• Mentoring and Induction Programs
Curriculum Topic Study 2005