Exploring Outcomes of a Museum-Based Teacher Residency Program Through an Equity in Science Education Lens (Poster 3)

What we've learned: A research agenda for a museum, 7 years later

“…But beyond confirming research on effective professional development, some of our studies also point to an interesting interaction between teachers' learning and the setting of a science museum. Several of our studies suggest that learning in a science museum attends to important aspects of teachers' identities, expanding their content knowledge, and igniting their passions (Cooke‐Nieves et al, 2022; Fallona et al, 2017; Inverness Research, 2022; Trowbridge et al, 2019; Wallace et al, in press; Wallace, Hammerness, et al, 2022; see also Olivo & Smith, 2021; Olivo, 2022; Cochran‐Smith et al, 2021). Teachers report learning in the American Museum of Natural History with the history and depth of scientific research, affirms and activates their sense of themselves as scientists.…”

“…These experiences expand their professional identities as knowers of science and as scholars of teaching, especially critical to advancing work in culturally responsive science teaching . Taken together, these five features (opportunities to practice teaching strategies, the availability of science-specific tools and scaffolds, a recognition of the continuum of learning (Feiman-Nemser, 2001), the cohort design, opportunities to engage in scholarship on teaching) can explain the consistency of impacts we see across our professional development programs, which include improved student outcomes and teacher retention within the district (Weinstein et al, 2010;Weinstein, 2017aWeinstein, , 2017bWeinstein, , 2021; see also Hammerness et al, 2023;Wallace, Hammerness, et al, 2022).…”