AcknowledgementsP a g e | iv AcknowledgementsIn addition to the important support of the Institute of Education Sciences, the successful collection of the data needed for the present study involved many, many people. Some of the most critical are listed below, along with their roles.Robert Schoen was integrally involved with designing and implementing the interview and interviewer training, selecting the items for the teacher judgment accuracy instrumentation, report writing, and overall management of the various components of the larger study. Naomi Iuhasz-Velez conducted much of the literature review and data analysis for this report and contributed heavily to the writing and interpretation of results.Amanda Tazaz coordinated the on-site data collection each spring and deserves tremendous credit for finding teachers and students in schools on the data-collection days. She assisted Robert Schoen in making decisions about which items to include on the teacher judgment accuracy instrument. She also provided important knowledge about the actual events on data-collection days (e.g., explaining how we came to have data corresponding to six students in one classroom rather than the expected four).Walter Secada, Juli Dixon, Mark LaVenia, and Kristopher Childs were integrally involved in weekly management-team meetings throughout the startup and implementation of the larger study.Zachary Champagne worked closely with Robert Schoen on the design of the 2015 MPAC interview, training of interviewers in spring 2015, and selection of items for the teacher judgment accuracy instrument in spring 2015.Along with Amanda Tazaz, Kristopher Childs coordinated the interview team and data collection for both teachers and students in 2014 and 2015. Other members of the interview team included Charity
The writing of this facilitator's guide was led by Charity Bauduin and Robert Schoen. Although the meeting protocols were developed through a joint and ongoing effort of all of the coauthors, Ms. Bauduin was the lead developer and writer for the current report. As principal investigator of the Foundations for Success in STEM project, Robert Schoen was integrally involved with conceiving and designing the FACT weekly meeting process and protocol and refining it on the basis of a continual stream of evaluation data. Ms. Bauduin and Dr. Schoen worked closely together to design the FACT weekly meeting process and protocol and to coordinate the creation of the weekly meeting forms and other data-collection devices.Throughout the 2015-2016 and 2016-2017 school years, Charity Bauduin, Wendy Bray, Zachary Champagne, and Naomi Iuhasz-Velez facilitated weekly meetings with more than 30 teams of teachers. These experiences provided important insight into the development and refinement of the weekly meeting process and protocol. These weekly meeting facilitators provided critical feedback on the implementation of the protocol and weekly meeting process, as well as the forms used each week during the meetings. Charity used her knowledge and previous experience of facilitating weekly meetings with teachers to provide support and feedback to the other facilitators throughout the two years of weekly meetings. Amanda Tazaz provided feedback on the process and protocol as well as this guide. The coauthors of this report met weekly over a two-year period to discuss the progress of weekly meetings and provided support and recommendations to the facilitators to improve the structure and substance of the weekly FACT meetings.
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