Expert science teaching educational evaluation model (ESTEEM): Measuring excellence in science teaching for professional development

Burry-Stock, Judith A.; Oxford, Rebecca L.

doi:10.1007/bf00973725

Cited by 22 publications

(10 citation statements)

References 13 publications

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“…In 2006-2007 and 2007-2008, REMSL used the Science Classroom Observation Rubric from the Expert Science Teaching Educational Evaluation Model (ESTEEM) instrument (Burry-Stock & Oxford, 1994). Due to inconclusive results from the ESTEEM protocol, starting with 2008-2009, REMSL evaluation team decided to replace it with the Reformed Teacher Observation Protocol (RTOP) developed by Piburn and Sawada (2000).…”

Section: Research Questionsmentioning

confidence: 99%

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

Diaconu

Radigan

Suskavcevic

et al. 2012

International Journal of Science Education

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A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p , 0.05). During the last two years, their gains in science content knowledge, use of inquiry-based instruction and leadership skills were significantly higher than those of the Control group teachers' (p , 0.01, p , 0.001 and p , 0.05, respectively). Three themes resonated in the interviews with participants: science content knowledge growth, constructivist pedagogy and leadership skills.

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Section: Research Questionsmentioning

confidence: 99%

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

Diaconu

Radigan

Suskavcevic

et al. 2012

International Journal of Science Education

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“…For example, check-off sheets for indicating the presence or absence of a particular science teaching technique (e.g., Jarvis, McKeon, Coates, & Vause, 2001). Likert scales (e.g., Burry-Stock & Oxford, 1994) are frequently used. Data are collected and summarized in a variety of ways.…”

Section: An Exemplar Application Of Mfrm To Address a Science Educatimentioning

confidence: 99%

Utilizing Multifaceted Rasch Measurement Through FACETS to Evaluate Science Education Data Sets Composed of Judges, Respondents, and Rating Scale Items: An Exemplar Utilizing the Elementary Science Teaching Analysis Matrix Instrument

2015

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When collecting data, science education researchers frequently have multiple respondents evaluate multiple artifacts using multiple criteria. Herein, the authors introduce Multifaceted Rasch Measurement (MFRM) analysis and explain why MFRM must be used when “judges’” data are collected. The authors use data from elementary science methods students enrolled in a senior‐level, semester‐length course. Acting as judges, students used the 23‐item Elementary Science Teaching Analysis Matrix (ESTAM) instrument to evaluate five separate science lessons taught by five different teachers. Our MFRM analysis documents that multiple judges need not act as identical robots. Rather, differences in judges’ severity can be computed and corrections made in an analysis to take into consideration differing judge severity. This paper extends the current literature in Science Education regarding the application of Rasch measurement.

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“…These wrap-up exit slips include the following questions: 10 1. What did you learn in today's sessions?…”

Section: Summer Institute Activitiesmentioning

confidence: 99%

Akron Global Polymer Academy Outreaches to the Community: Teachers, Parents, Children

Owens¹,

Helfer²

2008

Polymer Reviews

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Expert science teaching educational evaluation model (ESTEEM): Measuring excellence in science teaching for professional development

Cited by 22 publications

References 13 publications

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

Utilizing Multifaceted Rasch Measurement Through FACETS to Evaluate Science Education Data Sets Composed of Judges, Respondents, and Rating Scale Items: An Exemplar Utilizing the Elementary Science Teaching Analysis Matrix Instrument

Akron Global Polymer Academy Outreaches to the Community: Teachers, Parents, Children

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