change in action - eric · 2014. 5. 19. · curriculum and instruction department lincoln, ne...
TRANSCRIPT
DOCUMENT RESUME
ED 423 245 TM 028 975
AUTHOR Tonack, De, Ed.; Dean, Ceri, Ed.TITLE Change in Action: Navigating and Investigating the Classroom
Using Action Research.INSTITUTION Mid-Continent Regional Educational Lab., Aurora, CO.;
Nebraska Mathematics and Science Initiative, Lincoln.;Nebraska Univ., Lincoln. Dept. of Curriculum andInstruction.; Eisenhower High Plains Consortium forMathematics and Science, Aurora, CO.
SPONS AGENCY Eisenhower Program for Mathematics and Science Education(ED), Washington, DC.
PUB DATE 1997-05-00NOTE 319p.
PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC13 Plus Postage.DESCRIPTORS *Action Research; *Cooperation; Elementary Secondary
Education; Higher Education; *Portfolios (BackgroundMaterials); Program Descriptions; *Research Methodology;Teaching Methods
IDENTIFIERS Nebraska
ABSTRACTThirty-five Nebraska educators from across the !:.-came
together for five Saturday seminars during the 1995-96 school year tocollaborate as they conducted classroom investigations. They earned 3 hoursof tuition-free graduate credit. Action research was the tool for theirinvestigations, guided by R. Sagor's book "How To Conduct CollaborativeAction Research" (1992) . This document presents reports on 22 projectsconducted by these teachers. Their action research projects involvedelementary, secondary, and higher education, and studied many aspects ofeducation, including assessment and the communication of assessment results,performance based assessment, peer mentoring, cooperative learning, scienceinstruction, mathematics instruction, and gender equity. The book is dividedinto: (1) summaries of the studies, containing the research questions, dataanalysis, and results of research studies; (2) "Researchers' Journeys,"comments from participant journals; and (3) "Close- Ups," sample contentsfrom three researchers' portfolios that provide an in-depth look at theirresearch. (SLD)
********************************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
********************************************************************************
/ /7
Nav
igat
ing
and
Inve
stig
atin
g th
eC
lass
room
usi
ng A
ctio
n R
esea
rch
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tinen
t Reg
iona
l Edu
catio
nal L
abor
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. Par
ker
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RT
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NT
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UC
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UC
AL
RE
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UR
CE
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AT
ION
CE
NT
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RIC
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epro
duce
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ived
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rgan
izat
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inat
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inor
cha
nges
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impr
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oduc
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nts
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men
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ial O
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or p
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ST
CO
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AV
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CH
AN
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IN
AC
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Rep
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each
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esea
rch
Proj
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edite
d by
De
Ton
ack,
Neb
rask
a M
athe
mat
ics
and
Scie
nce
Initi
ativ
e
Cer
i Dea
n, M
cRE
L
May
, 199
7
45
The
Cha
nge
in A
ctio
n Pr
ojec
t was
spo
nsor
ed b
y:
NE
IIRA
SK
A
IEO
CE
INV
! IA
TIV
E
Neb
rask
a M
athe
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ics
and
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nce
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onac
k, R
esea
rch
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ect F
acili
tato
rB
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inco
ln, N
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8588
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olla
bora
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iona
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nal L
abor
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outh
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ker
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uite
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orad
o 80
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rask
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n
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vers
ity o
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ebra
ska
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ricu
lum
and
Ins
truc
tion
Dep
artm
ent
Lin
coln
, NE
685
88-0
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wer
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h Pl
ains
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sort
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hem
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cien
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isen
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er H
igh
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onso
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r M
athe
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nce
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cRE
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outh
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ker
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uite
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ora,
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orad
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9-63
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r (3
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The
pub
licat
ion
of th
is w
ork
is s
pons
ored
who
lly o
r in
par
t by
gran
t CFD
A N
umbe
r 84
.168
R f
rom
the
Nat
iona
lE
isen
how
er M
athe
mat
ics
and
Scie
nce
Prog
ram
s, U
.S. D
epar
tmen
t of
Edu
catio
n. I
ts c
onte
nts
do n
ot n
eces
sari
ly r
efle
ctth
e vi
ews
or p
olic
ies
of th
e D
epar
tmen
t, or
any
othe
r ag
ency
of th
e U
.S. G
over
nmen
t.
PAG
E ii
AC
TIO
N R
ESE
AR
CH
PA
RT
ICIP
AN
TS
RaN
ae A
dam
sSu
e A
dam
son
Kat
hy A
hern
Aud
rey
Bac
on
Ron
Bill
ings
Dap
hne
Bla
user
Con
nie
Bul
ler
Tom
Geh
ring
erG
inge
r H
awhe
e
Sand
y K
apla
nSh
eila
Kel
lenb
arge
r
Pat L
otsp
eich
Mik
e M
cDon
ald
Jani
ce M
cLai
nB
arba
ra M
oran
Ter
esa
Mul
ler
Suza
nne
Old
ham
Jim
Pfi
effe
r
Ver
la R
inge
nber
gD
eird
ra R
oche
lle
Sue
Saal
feld
Lyn
ne S
chne
ider
Dot
Sne
srud
Ela
ine
Spec
htSu
e St
euer
Jane
t Stin
eman
Jack
ie T
hom
asD
onna
Tro
utFr
ank
Tw
orek
Dia
nne
Vor
ders
tras
seK
aren
War
d
Stev
e W
ard
Mar
la W
eber
Ela
ine
Wes
tbro
ok
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olin
e W
inch
este
r
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SINIL
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D 40 T
HIV
I
CH
AN
GE
IN
AC
TIO
N
Who
Kno
ws?
A S
tudy
of
Self
-Ass
essm
ent
50
Incr
easi
ng C
ompr
ehen
sion
Lev
els
and
Impr
ovin
gSc
ores
on
Scie
nce
Tes
ts55
A C
onst
ruct
ive
and
Met
acog
nitiv
e A
ppro
ach
to T
each
ing
and
Ass
essi
ng S
tude
nts
to I
mpr
ove
All
Stud
ents
' Ach
ieve
men
tin
an
Inte
grat
ed S
cien
ce C
lass
57
The
SE
ER
Wat
er P
roje
ct: A
Col
labo
rativ
e A
ctio
n R
esea
rch
Pers
pect
ive
on L
angu
age
and
Lea
rnin
g in
Sci
ence
60
Dev
elop
men
tal M
athe
mat
ics
at M
etro
polit
anC
omm
unity
Col
lege
: Doe
s It
Wor
k?65
Firs
t Ste
p, S
econ
d St
ep: A
ctio
n R
esea
rch
67
Res
earc
hers
' Jou
rney
s73
Clo
se U
ps77
Gen
der
Equ
ity in
Het
erog
eneo
us L
ab A
ctiv
ities
79
Do
Bec
ky a
nd B
ob R
ecei
ve G
ende
r E
quita
ble
Mat
h/Sc
ienc
e In
stru
ctio
n at
Our
Pub
lic S
choo
l?10
4
Inno
vativ
e T
each
ing
Stra
tegi
es in
an
Intr
oduc
tory
Lev
elG
eolo
gy C
lass
, Uni
vers
ity o
f N
ebra
ska-
Lin
coln
129
Not
es15
5
PAC
E V
I
1 '2
13
INT
RO
DU
CT
ION
INT
RO
DU
CT
ION
by D
e T
onac
k, P
h.D
.N
ebra
ska
Mat
hem
atic
s an
d Sc
ienc
e In
itiat
ive
Col
labo
rativ
e A
ctio
n R
esea
rch
Faci
litat
or
Act
ion
Res
earc
h G
uide
:A
ctio
n re
sear
ch w
as th
e to
ol f
or th
ein
vest
igat
ions
rep
orte
d in
this
boo
k.R
icha
rd S
agor
's w
ork,
How
to C
ondu
ctC
olla
bora
tive
Act
ion
Res
earc
h (A
SCD
, 199
2),
was
the
guid
e bo
ok f
or th
e re
sear
chpr
oces
s. S
agor
def
ines
res
earc
h as
any
effo
rt to
war
d di
scip
lined
inqu
iry,
invo
lvin
ga
wid
e ar
ray
of m
etho
ds f
rom
bot
h th
equ
antit
ativ
e an
d qu
alita
tive
dom
ains
. Lik
ean
y re
sear
ch, a
ctio
n re
sear
ch is
a s
yste
mat
icpr
oces
s to
acq
uire
val
id a
nd r
elia
ble
data
conc
erni
ng s
ome
phen
omen
on.
Act
ion
rese
arch
invo
lves
for
mul
atin
g th
epr
oble
m, c
olle
ctin
g da
ta, a
naly
zing
dat
a,re
port
ing
resu
lts, a
nd p
lann
ing
the
next
step
s to
put
the
resu
lts in
to a
ctio
n. A
ctio
nre
sear
cher
s m
ost o
ften
look
at w
hat t
hey
them
selv
es a
re o
r sh
ould
be
doin
g. I
ned
ucat
ion,
act
ion
rese
arch
ers
ofte
n fo
cus
onin
itiat
ing
actio
n, m
onito
ring
and
adj
ustin
gac
tion,
or
eval
uatin
g so
me
actio
n.
Gen
eral
izab
ility
the
appl
icab
ility
of
the
rese
arch
fin
ding
s to
oth
er s
ites
and
situ
atio
nsis
usu
ally
res
tric
ted
to th
eim
med
iate
con
text
of
the
rese
arch
ers.
Alth
ough
the
resu
lts o
f th
e re
sear
ch c
anpr
ovid
e in
sigh
t for
oth
er in
divi
dual
s an
dde
scri
be p
roce
dure
s th
at th
ey w
ish
to e
nact
and
inve
stig
ate,
the
goal
of th
ein
vest
igat
ions
is to
und
erst
and
wha
t is
happ
enin
g in
the
rese
arch
er's
env
iron
men
tan
d w
hat m
ight
impr
ove
that
env
iron
men
t.
Sem
inar
s:T
hirt
y-fi
ve N
ebra
ska
educ
ator
s fr
om a
cros
sth
e st
ate
cam
e to
geth
er f
or f
ive
Satu
rday
sem
inar
s du
ring
the
1995
-199
6 sc
hool
yea
rto
col
labo
rate
, ref
ine,
and
pro
gres
s do
wn
the
path
s of
thei
r cl
assr
oom
inve
stig
atio
ns.
The
y w
ere
prov
ided
with
thre
e ho
urs
oftu
ition
-fre
e gr
adua
te c
redi
t fro
m th
eC
urri
culu
m a
nd I
nstr
uctio
n D
epar
tmen
t of
the
Uni
vers
ity o
f N
ebra
ska-
Lin
coln
, fiv
efr
ee lu
nche
s, a
fac
ilita
tor
by th
e N
ebra
ska
PAG
E1
15
Mat
hem
atic
s an
d Sc
ienc
e In
itiat
ive,
and
the
hope
of
incr
ease
d in
sigh
t int
o w
hat w
asor
was
not
wor
king
in th
eir
educ
atio
nal
envi
ronm
ents
.
The
fir
st s
emin
arw
as h
eld
Sept
embe
r 30
,19
95.
Faci
litat
or, D
e T
onac
k, in
trod
uced
the
proc
edur
e an
d th
e pu
rpos
e fo
r th
eac
tion
rese
arch
. Usi
ng R
icha
rd S
agor
'sbo
ok (
How
to C
ondu
ct C
olla
bora
tive
Act
ion
Res
earc
h) a
s a
refe
renc
e, p
artic
ipan
tsdi
scus
sed
the
defi
nitio
n an
d pu
rpos
e of
actio
n re
sear
ch f
or th
em. S
ome
of th
epa
rtic
ipan
ts h
ad b
een
part
of
the
prev
ious
year
's a
ctio
n re
sear
ch c
lass
, and
they
shar
ed th
eir
expe
rien
ces
with
the
proc
ess.
The
gro
up th
en b
egan
to s
earc
h fo
r an
dre
fine
thei
r ow
n in
vest
igat
ion
ques
tions
for
this
yea
r. W
ithin
a f
ew w
eeks
aft
er th
ism
eetin
g, p
artic
ipan
ts u
sed
a fo
rm to
rep
ort
thei
r pu
rpos
e or
pro
blem
are
a of
inve
stig
atio
n, th
eir
rese
arch
que
stio
n(s)
,th
eir
prop
osed
dat
a co
llect
ion
met
hods
,th
eir
prop
osed
cale
ndar
,th
eir
colla
bora
tors
with
in o
r ou
tsid
e of
the
imm
edia
te g
roup
of
rese
arch
ers,
and
thei
r"c
ritic
al f
rien
d."
CH
AN
GE
IN
AC
TIO
N
Part
icip
ants
cho
se f
rom
Oct
ober
21
orN
ovem
ber
18 f
or th
eir
seco
nd s
emin
ar.
App
roxi
mat
ely
half
cam
e to
the
firs
t and
half
to th
e se
cond
ses
sion
. Muc
h of
this
sem
inar
was
spe
nt e
xam
inin
g as
pect
s of
actio
n re
sear
ch a
nd p
lann
ing
thei
rm
etho
ds o
f co
llect
ing
data
.
All
part
icip
ants
cam
e to
geth
er f
or th
eth
ird
sem
inar
on
Janu
ary
20, 1
996.
In
larg
ean
d sm
all g
roup
s, th
ey s
hare
d th
eir
curr
ent d
ata
and
thei
r an
alys
is o
f th
atda
ta. T
hey
also
dis
cuss
ed s
umm
arie
s of
othe
r ed
ucat
iona
l res
earc
h fo
cuse
d on
thei
r pa
rtic
ular
res
earc
h qu
estio
ns.
The
fou
rth
sem
inar
was
hel
d in
Mar
ch. A
tth
is ti
me
part
icip
ants
pra
ctic
ed d
eliv
erin
gth
eir
tent
ativ
e re
sear
ch f
indi
ngs
inpr
epar
atio
n fo
r a
min
i-co
nfer
ence
that
was
held
Apr
il 20
for
par
ticip
ants
and
invi
ted
gues
ts. T
he f
irst
pag
e of
the
Apr
ilco
nfer
ence
pro
gram
is s
how
n on
pag
e 3
(Fig
ure
1).
PAG
E 2
1617
INT
RO
DU
CT
ION
Figu
re 1
.
Wha
t's W
orki
ng in
Neb
rask
a C
lass
room
s?a
min
i-co
nfer
ence
pre
sent
ing
stud
ies
in N
ebra
ska
clas
sroo
ms,
usin
g ac
tion
rese
arch
as
a to
ol o
f in
vest
igat
ion
Apr
il 20
, 199
6So
uthe
ast H
igh
Scho
ol29
30 S
outh
37t
h, L
inco
ln
Age
nda
8:30
9:00
Rol
ls a
nd c
offe
e, lo
bby
9:00
9:45
Sess
ion
19:
5010
:35
Sess
ion
210
:40
11:2
5Se
ssio
n 3
11:3
012
:15
Lun
ch12
:15
1:00
Sess
ion
41:
051:
50Se
ssio
n 5
2:00
2:15
Act
ion
rese
arch
ers
mee
t in
room
208
18PA
GE
3
19
CH
AN
GE
IN
AC
TIO
N
Cou
rse
Eva
luat
ion
Rub
ric:
An
eval
uatio
n ru
bric
was
dev
elop
ed b
y D
r. T
onac
k an
d re
fine
d by
the
part
icip
ants
for
the
cour
se c
redi
t. T
he r
ubri
c ev
alua
ted
a po
rtfo
lio, t
he p
rese
ntat
ion,
and
sem
inar
par
ticip
atio
n:
I. P
OR
TFO
LIO
(40
%)
Purp
ose:
To
prov
ide
stru
ctur
e to
the
inve
stig
atio
n an
d to
ser
ve a
s a
disp
lay
or "
scra
pboo
k"fo
r ot
hers
and
for
one
self
. Por
tfol
io it
ems
to in
clud
e th
e fo
llow
ing:
Tab
le o
f C
onte
nts
Rat
iona
le f
or s
elec
tion
of it
ems
in p
ortf
olio
Evi
denc
e of
inve
stig
atio
n fo
cuse
d on
ass
essm
ent
Que
stio
n of
inve
stig
atio
nD
escr
iptio
n of
dat
a co
llect
ion
tech
niqu
es
Con
clus
ions
Evi
denc
e to
sup
port
con
clus
ion(
s)D
escr
iptio
n an
d/or
sum
mar
y of
dat
aD
escr
iptio
n of
dat
a an
alys
is p
roce
ssE
vide
nce
of r
efle
ctio
n on
the
actio
n re
sear
ch p
roce
ss a
nd r
esul
tsC
hoic
es m
ay in
clud
e jo
urna
l ent
ries
, a d
iary
, aud
io a
nd/o
r vi
deo
tape
s, r
ecor
ded
conv
ersa
tions
with
oth
er p
artic
ipan
ts o
r ot
her
educ
ator
s, f
low
cha
rts,
pho
tos,
othe
rE
vide
nce
of c
olla
bora
tion
Cho
ices
may
incl
ude
wri
tten
com
men
ts r
efle
ctin
g up
on a
col
leag
ue's
inve
stig
atio
n, p
hoto
s, d
iary
of
conv
ersa
tions
with
oth
ers,
tape
s, o
ther
Evi
denc
e of
rev
iew
of
outs
ide
reso
urce
s fo
cuse
d on
ass
essm
ent t
opic
PAG
E 4
INT
RO
DU
CT
ION C
hoic
es m
ay in
clud
e ab
stra
cts,
jour
nal a
rtic
les,
inte
rvie
ws,
oth
erPl
an o
f ac
tion
afte
r th
e in
vest
igat
ion
is c
ompl
eted
Self
-des
igne
d se
lf a
sses
smen
t of
your
por
tfol
ioA
. Req
uire
d ite
ms
are
incl
uded
in th
e po
rtfo
lio.
4 A
ll ite
ms
are
incl
uded
in th
e po
rtfo
lio.
3 O
ne it
em is
not
incl
uded
in th
e po
rtfo
lio.
2 T
wo
item
s ar
e no
t inc
lude
d in
the
port
folio
.1
Mor
e th
an tw
o ite
ms
are
not i
nclu
ded
in th
e po
rtfo
lio.
B. E
ffec
tivel
y us
es a
var
iety
of
met
hods
to d
ispl
ay it
ems
in th
e po
rtfo
lio.
4 U
ses
seve
ral e
ffec
tive
met
hods
to p
rese
nt d
iffe
rent
por
tfol
io it
ems.
3 U
ses
at le
ast t
wo
effe
ctiv
e m
etho
ds to
pre
sent
dif
fere
nt p
ortf
olio
item
s.2
Use
s on
ly o
ne e
ffec
tive
met
hod
to p
rese
nt it
ems.
1 Po
rtfo
lio it
ems
are
not p
rese
nted
in a
n ef
fect
ive,
com
mun
icat
ive
man
ner.
C. M
akes
and
art
icul
ates
acc
urat
e co
nclu
sion
s fr
om th
e ga
ther
ed d
ata.
4 D
raw
s co
nclu
sion
s th
at r
efle
ct c
lear
and
logi
cal l
inks
bet
wee
n th
e ga
ther
edin
form
atio
n an
d th
e in
terp
reta
tions
mad
e fr
om th
em.
3 Pr
esen
ts c
oncl
usio
ns th
at, w
ith f
ew e
xcep
tions
, fol
low
logi
cally
fro
m th
ega
ther
ed in
form
atio
n.2
Pres
ents
som
e co
nclu
sion
s th
at r
efle
ct e
rron
eous
inte
rpre
tatio
ns m
ade
from
the
gath
ered
info
rmat
ion.
1 D
raw
s m
any
erro
neou
s co
nclu
sion
s fr
om th
e se
lect
ed in
form
atio
n an
d ca
nnot
satis
fact
orily
des
crib
e th
e ra
tiona
le b
ehin
d th
e co
nclu
sion
s.
22PA
GE
5
23
CH
AN
GE
IN
AC
TIO
N
D. D
emon
stra
tes
an u
nder
stan
ding
of
the
actio
n re
sear
ch p
roce
ss.
4 E
vide
nce
is p
rovi
ded
that
the
actio
n re
sear
ch p
roce
ss w
as c
ondu
cted
, lea
ding
to a
con
clus
ion(
s) th
orou
ghly
sup
port
ed b
y th
e ga
ther
ed in
form
atio
n.3
Evi
denc
e is
pro
vide
d th
at th
e ac
tion
rese
arch
pro
cess
was
con
duct
ed, l
eadi
ngto
a c
oncl
usio
n(s)
ade
quat
ely
supp
orte
d by
the
gath
ered
info
rmat
ion.
2 A
dequ
ate
evid
ence
is n
ot p
rovi
ded
that
the
actio
n re
sear
ch p
roce
ss w
asco
nduc
ted,
lead
ing
to a
con
clus
ion(
s) a
dequ
atel
y su
ppor
ted
by th
e ga
ther
edin
form
atio
n.1
Seve
ral o
mis
sion
s ar
e m
ade
in th
e ac
tion
rese
arch
pro
cess
.
II. S
EM
INA
R P
AR
TIC
IPA
TIO
N (
40%
)Pu
rpos
e: T
o pr
ovid
e a
supp
ortiv
e en
viro
nmen
t in
whi
ch a
ll pa
rtic
ipan
ts a
ssum
ere
spon
sibi
lity
for
that
env
iron
men
t and
the
prof
essi
onal
gro
wth
of
them
selv
es a
nd th
eot
her
part
icip
ants
.
A. P
artic
ipat
es in
sem
inar
s.4
Com
es to
all
sem
inar
s.3
Mis
ses
one
sem
inar
or
part
of
a se
min
ar.
1 M
isse
s tw
o se
min
ars.
B. R
efle
cts
(eva
luat
es th
e ef
fect
iven
ess
of o
wn
actio
ns).
4 R
evie
ws
actio
ns th
orou
ghly
and
fro
m a
s m
any
poin
ts o
f vi
ew a
s is
use
ful.
3 R
evie
ws
actio
ns f
rom
bot
h im
med
iate
and
long
-ter
m e
ffec
ts. F
inds
val
ue in
less
ons
lear
ned
from
bot
h su
cces
s an
d fa
ilure
. 25
INT
RO
DU
CT
ION
2 R
evie
ws
actio
ns f
rom
hig
hly
subj
ectiv
e pe
rspe
ctiv
e. R
arel
y co
nsid
ers
the
effe
cts
of a
ctio
ns. G
lean
s fe
w le
sson
s fr
om th
e ta
sk.
1 M
akes
no
effo
rt to
rev
iew
act
ions
.
C.
Con
trib
utes
to s
emin
ar m
aint
enan
ce.
4 A
ctiv
ely
help
s th
e gr
oup
mee
t age
nda
and
iden
tify
chan
ges
orm
odif
icat
ions
nece
ssar
y in
the
grou
p pr
oces
s; w
orks
tow
ard
carr
ying
out
thos
e ch
ange
s.2
Whe
n pr
ompt
ed, h
elps
the
grou
p m
eet t
he a
gend
a an
d id
entif
y ch
ange
s or
mod
ific
atio
ns n
eces
sary
in th
e gr
oup
proc
ess,
or
is o
nly
min
imal
ly in
volv
ed in
carr
ying
out
thos
e ch
ange
s.1
Doe
s no
t atte
mpt
to id
entif
y ch
ange
s or
mod
ific
atio
ns n
eces
sary
in th
e gr
oup
proc
ess,
eve
nw
hen
prom
pted
, or
refu
ses
to w
ork
tow
ard
carr
ying
out
thos
ech
ange
s.D
.W
orks
tow
ard
the
achi
evem
ent o
f gr
oup
goal
s.
4 A
ctiv
ely
help
s id
entif
y gr
oup
(int
erac
tive
smal
l gro
ups
and/
orco
llabo
rativ
ete
am)
goal
s an
d w
orks
har
d to
mee
t the
m.
3 C
omm
unic
ates
com
mitm
ent t
o th
e gr
oup
goal
s an
d ef
fect
ivel
y ca
rrie
s ou
tvar
ious
role
s.
2 C
omm
unic
ates
a c
omm
itmen
t to
the
grou
p go
als
but d
oes
not c
arry
out
vari
ous
role
s.
1 D
oes
not w
ork
tow
ard
grou
p go
als
or a
ctiv
ely
wor
ks a
gain
st th
em.
CH
AN
GE
IN
AC
TIO
N
III.
PR
ESE
NT
AT
ION
(20
%)
Purp
ose:
To
shar
e re
sear
ch f
indi
ngs
with
col
leag
ues
and
brin
g su
mm
ary
and
clos
ure
toth
e in
itial
inve
stig
atio
ns.
A. U
ses
a va
riet
y of
met
hods
to p
rese
nt in
form
atio
n in
an
atte
mpt
to in
tere
st th
eau
dien
ce.
4 U
ses
a va
riet
y of
met
hods
to p
rese
nt in
form
atio
n.3
Use
s m
ore
than
one
met
hod
to p
rese
nt in
form
atio
n.2
Use
s on
ly o
ne m
etho
d to
pre
sent
info
rmat
ion;
it a
ppea
rs to
gai
n at
tent
ion.
1 U
ses
only
one
met
hod
to p
rese
nt in
form
atio
n; it
fai
ls to
gai
n au
dien
ce a
ttent
ion.
B. C
lear
ly p
rese
nts
the
maj
or c
ompo
nent
s of
the
rese
arch
.4
The
res
earc
h qu
estio
n(s)
, dat
a co
llect
ion
met
hods
, dat
a an
alys
is p
roce
ss, r
esul
ts,
and
futu
re p
lan(
s) o
f ac
tion
are
clea
rly
give
n in
the
pres
enta
tion.
3 T
he r
esea
rch
ques
tion(
s), d
ata
colle
ctio
n m
etho
ds, d
ata
anal
ysis
pro
cess
, res
ults
,an
d fu
ture
pla
n of
act
ion
are
reco
gniz
ed in
the
pres
enta
tion.
2 T
he r
esea
rch
ques
tion(
s), d
ata
colle
ctio
n m
etho
ds, d
ata
anal
ysis
pro
cess
, res
ults
,an
d fu
ture
pla
n of
act
ion
are
obsc
ured
in th
e pr
esen
tatio
n.1
The
res
earc
h qu
estio
n(s)
, dat
a co
llect
ion
met
hods
, dat
a an
alys
is p
roce
ss, r
esul
ts,
and
futu
re p
lan
of a
ctio
n ar
e no
t eac
h co
ntai
ned
in th
e pr
esen
tatio
n.
PAG
E 8
2829
INT
RO
DU
CT
ION
Abo
ut th
e O
rgan
izat
ion
of th
is B
ook:
Thi
s bo
ok is
div
ided
into
thre
e m
ain
sect
ions
: 1)
Sum
mar
ies
of S
tudi
es s
hort
sum
mar
ies
of th
e re
sear
ch q
uest
ion,
dat
a an
alys
is, a
nd r
esul
ts o
f th
e re
sear
ch s
tudi
es, 2
) R
esea
rche
rs'
Jour
neys
com
men
ts f
rom
var
ious
par
ticip
ants
' jou
rnal
s at
dif
fere
nt p
oint
s du
ring
the
cour
se, a
nd 3
) C
lose
Ups
sam
ple
cont
ents
fro
m th
ree
rese
arch
ers'
por
tfol
ios
that
prov
ide
an in
-dep
th lo
ok in
to th
eir
rese
arch
. The
pur
pose
beh
ind
this
for
mat
was
to g
ive
each
rese
arch
er th
e op
port
unity
to s
hare
his
or
her
resu
lts w
ith a
wid
er a
udie
nce;
to s
how
,th
roug
h pa
rtic
ipan
ts' o
wn
wor
ds, h
ow a
ctio
n re
sear
ch le
ads
to p
rofe
ssio
nal g
row
th; a
ndto
dem
onst
rate
how
a p
ortf
olio
was
use
d by
par
ticip
ants
to d
ocum
ent t
he r
esea
rch
proc
ess
and
thei
r le
arni
ng. T
aken
toge
ther
, the
se s
ectio
ns h
onor
the
wor
k th
at a
ll pa
rtic
ipan
ts d
idan
d se
rve
as te
stam
ent t
o th
eir
dedi
catio
n to
und
erst
andi
ng a
nd im
prov
ing
teac
hing
and
lear
ning
.
Ack
now
ledg
men
ts:
I w
ould
like
to th
ank
the
follo
win
g in
divi
dual
s fo
r th
eir
feed
back
and
ass
ista
nce
inev
alua
ting
the
conf
eren
ce p
rese
ntat
ions
:D
r. B
eth
Bri
ney,
Lin
coln
Pub
lic S
choo
lsD
r. P
atie
nce
Fish
er, U
nive
rsity
of
Neb
rask
a-L
inco
lnD
r. A
my
Spie
gel,
Neb
rask
a M
ath
and
Scie
nce
Initi
ativ
eD
r. L
. Jam
es W
alte
r, U
nive
rsity
of
Neb
rask
a-L
inco
ln
I al
so w
ould
like
to th
ank
Dr.
Cer
i Dea
n fr
om th
e M
id-c
ontin
ent R
egio
nal E
duca
tiona
lL
abor
ator
y in
Aur
ora,
Col
orad
o, f
or h
er s
uppo
rt a
nd o
rgan
izat
ion
of th
e pu
blic
atio
n of
this
mat
eria
l.
3031
.
PAG
E 9
SUM
MA
RIE
SO
FST
UD
IES
3233
SUM
MA
RIE
S O
F ST
UD
IES
USI
NG
SE
LF-
ASS
ESS
ME
NT
TO
IM
PRO
VE
MO
TIV
AT
ION
FO
R L
EA
RN
ING
Dia
nne
Vor
ders
tras
seSt
. Pau
l Pub
licSt
. Pau
l, N
ebra
ska
Prob
lem
:B
oth
form
al a
nd in
form
al a
sses
smen
t of
the
stud
ents
in m
y cl
assr
oom
indi
cate
d th
atso
me
stud
ents
wer
e ga
inin
g lit
tlekn
owle
dge
alth
ough
dai
ly w
ork
and
hom
ewor
k gr
ades
wer
e ex
cept
iona
l. I
was
conc
erne
d th
at th
ese
stud
ents
wer
ere
ceiv
ing
too
muc
h he
lp f
rom
cla
ssm
ates
,re
sulti
ng in
thei
r ha
ving
lim
ited
know
ledg
e an
d be
ing
tota
lly u
npre
pare
d.I
wan
ted
to m
ake
the
stud
ents
aw
are
that
this
hel
p w
as h
avin
g a
disa
stro
us e
ffec
t on
them
. My
inve
stig
atio
n w
as d
esig
ned
toex
plor
e w
heth
er g
ivin
g th
e st
uden
ts ti
me
to r
efle
ct o
n ho
w m
uch
they
had
lear
ned
wou
ld h
elp
them
to g
ain
insi
ght i
nto
thei
rro
le in
the
lear
ning
pro
cess
.
Ass
umpt
ions
:Pr
essu
re to
rec
eive
goo
d gr
ades
som
etim
esin
hibi
tsst
uden
ts'
acqu
isiti
onof
know
ledg
e. T
hat p
ress
ure
ofte
n le
ads
them
to c
opy
the
wor
k of
oth
ers
with
out
unde
rsta
ndin
g or
to p
rogr
ess
to a
noth
erle
vel w
ithou
t an
adeq
uate
fou
ndat
ion
ofkn
owle
dge.
Self
-ass
essm
ent h
elps
stud
ents
und
erst
and
they
hav
e a
pers
onal
resp
onsi
bilit
y in
thei
r ow
n le
arni
ng a
ndev
en th
e ri
ght t
o ha
ve in
put i
n w
hat t
hey
are
taug
ht.
The
Nat
iona
l Cou
ncil
of T
each
ers
ofM
athe
mat
ics
Ass
essm
ent S
tand
ards
als
ost
ate
the
impo
rtan
ce o
f se
lf-a
sses
smen
t:"T
o fu
nctio
n as
an
inde
pend
ent l
earn
er,
one
mus
t be
able
to r
efle
ct o
n on
e's
wor
kan
d pr
ogre
ss, t
o un
ders
tand
wha
t one
know
s an
d is
abl
e to
do,
to h
ave
conf
iden
cein
wha
t one
doe
s, a
nd to
det
erm
ine
wha
ton
e ha
s ye
t to
lear
n. W
hen
stud
ents
wor
kas
par
tner
s w
ith te
ache
rs a
nd p
eers
in th
eas
sess
men
t pro
cess
, the
y le
arn
how
tom
ake
and
use
asse
ssm
ent i
nfer
ence
s. T
hey
lear
n to
val
ue th
eir
own
judg
men
ts a
nd,
as th
ey g
row
in th
eir
mat
hem
atic
s po
wer
,to
rel
y m
ore
and
mor
e on
thos
eju
dgm
ents
."
Stud
ents
lear
n to
valu
e th
eir
own
judg
men
ts a
nd, a
sth
ey g
row
in th
eir
mat
hem
atic
spo
wer
, to
rely
mor
e an
d m
ore
onth
ose
judg
men
ts.
3 4
PAG
E 1
3
3 5
Stud
y:T
hirt
y-th
ree
Adv
ance
d A
lgeb
ra s
tude
nts
wer
e in
volv
ed in
the
stud
y. T
he s
tude
nts
wer
e of
ave
rage
or
high
er a
bilit
y I
used
abl
ind
stud
y in
whi
ch s
tude
nts
drew
num
bers
to id
entif
y th
emse
lves
dur
ing
the
stud
y th
ereb
y pr
eser
ving
thei
r an
onym
itySt
uden
ts w
ere
surv
eyed
at t
he b
egin
ning
of th
e re
sear
ch to
det
erm
ine
the
amou
nt o
fcl
assr
oom
wor
k ea
ch in
divi
dual
per
ceiv
edw
as w
ork
that
they
und
erst
ood
and
had
com
plet
ed w
ithou
t "ch
eatin
g,"
i.e.,
dire
ctly
copy
ing
anot
her
stud
ent's
wor
k. T
hesu
rvey
ask
ed s
tude
nts
to r
epor
t on
the
follo
win
g: h
ow m
any
of th
eir
assi
gnm
ents
wer
e co
mpl
eted
whe
n du
e; w
hat t
hey
did
whe
n as
sign
men
ts w
ere
not c
ompl
eted
on
time;
wha
t per
cent
of
thei
r w
ork
was
thei
row
n an
d no
t dir
ectly
cop
ied;
whe
ther
they
had
chec
ked
answ
ers
with
ano
ther
stu
dent
,ch
ange
d th
eir
answ
er to
mat
ch a
noth
erst
uden
t's w
ithou
t fin
ding
out
thei
r er
rors
,or
cha
nged
an
answ
er to
mat
ch a
noth
erst
uden
t's a
fter
che
ckin
g to
fin
d th
eir
erro
rs;
on w
hat t
ype
of w
ork
they
had
che
ated
;ho
w m
any
othe
r st
uden
ts in
thei
r cl
ass
they
belie
ved
had
chea
ted.
CH
AN
GE
IN
AC
TIO
N
Wee
kly
self
-ass
essm
ents
wer
e th
en a
dded
to th
e cl
assr
oom
pro
cedu
re. T
hese
sel
f-re
port
s as
ked
stud
ents
to r
ate
thei
run
ders
tand
ing
of th
e cu
rren
t top
ic, t
hegr
ade
they
wou
ld g
ive
them
selv
es, w
hat
had
help
ed th
em m
ake
that
gra
de a
nd w
hat
they
cou
ld c
hang
e to
impr
ove
it; w
hat t
hey
had
to d
o to
hel
p th
emse
lves
und
erst
and
the
curr
ent w
ork,
and
with
wha
t the
yne
eded
add
ition
al h
elp.
Stu
dent
s w
ere
give
n a
hom
ewor
k gr
ade
of 1
00%
for
eac
hth
ree
asse
ssm
ents
they
com
plet
ed. A
fter
six
wee
ks, t
he s
tude
nts
wer
e gi
ven
the
initi
al s
urve
y ag
ain.
Res
ults
:St
uden
ts in
dica
ted
that
mos
t of
the
chea
ting
was
on
hom
ewor
k, s
ome
quiz
zes
and
none
on
the
test
s. T
his
was
true
bot
hw
hen
stud
ents
wer
e as
ked
abou
t the
ir o
wn
chea
ting
and
that
of
thei
r cl
assm
ates
.H
owev
er, m
ost s
tude
nts
belie
ved
ther
e w
asm
ore
chea
ting
by o
ther
stu
dent
s th
an b
yth
emse
lves
. The
rea
sons
stu
dent
s ga
ve f
orch
eatin
g w
ere
prim
arily
to f
inis
h w
ork
and/
or f
or g
rade
s.
Whi
le th
ere
was
littl
e ch
ange
in g
rade
s or
the
amou
nt o
f w
ork
com
plet
ed, t
here
was
PAG
E 1
4
3637
CL
OSE
UPS
a ch
ange
in th
e am
ount
of
wor
k th
est
uden
ts b
elie
ved
was
thei
r ow
n an
d no
tdi
rect
ly c
opie
d. S
tude
nts
wer
e al
so m
ore
awar
e of
wha
t the
y kn
ew a
nd w
hat t
hey
still
nee
ded
to d
o. A
s th
e te
ache
r, I
was
mor
e aw
are
of w
hich
stu
dent
s w
ere
havi
ngdi
ffic
ulty
with
whi
ch m
ater
ial,
and
I m
ade
chan
ges
to h
elp
the
stud
ents
. Stu
dent
s al
soap
prec
iate
d th
e su
gges
tions
for
impr
ovin
gth
eir
stud
y sk
ills
and
wha
t to
revi
ew to
incr
ease
thei
r un
ders
tand
ing.
Con
clus
ion:
My
resu
lts in
dica
ted
that
sel
f-as
sess
men
tis
as
impo
rtan
t to
the
succ
ess
of m
yst
uden
ts a
s an
y ot
her
form
of
asse
ssm
ent.
Whe
n th
e st
uden
ts w
rite
thei
r cu
rren
tgr
ade
aver
age
on th
eir
self
-ass
essm
ent,
they
see
m to
be
mor
e aw
are
of h
ow e
ach
grad
e ch
ange
s th
at a
vera
ge.
CH
AN
GE
IN
AC
TIO
N
SEL
F-A
SSE
SSM
EN
T A
ND
PR
OB
LE
M S
OL
VIN
G C
OO
PER
AT
IVE
LY
Jani
ce M
cLai
nV
erla
Rin
genb
erg
and
Lyn
ne S
chne
ider
Mic
k le
Mid
dle
Scho
olM
orle
y E
lem
enta
ryL
inco
ln, N
ebra
ska
Lin
coln
, Neb
rask
a
Prob
lem
:St
uden
ts n
eed
to b
ecom
e be
tter
prob
lem
solv
ers
in m
athe
mat
ics.
Stud
y:T
he p
urpo
se o
f th
is s
tudy
was
to d
eter
min
eif
stu
dent
s co
uld
beco
me
bette
r pr
oble
mso
lver
s by
wor
king
coo
pera
tivel
y an
d by
usin
g se
lf-a
sses
smen
t to
dete
rmin
e if
they
had
chos
en e
ffec
tive
prob
lem
-sol
ving
stra
tegi
es. T
his
stud
y w
as c
ondu
cted
inth
ree
sixt
h-gr
ade
mat
hem
atic
s cl
assr
oom
s.T
wo
of th
e cl
assr
oom
s w
ere
in th
e sa
me
elem
enta
ry b
uild
ing;
one
con
sist
ed o
f a
clas
s of
23
aver
age-
achi
evin
g st
uden
ts a
ndth
e ot
her,
a c
lass
of
24 id
entif
ied-
gift
edst
uden
ts. T
he th
ird
clas
sroo
m w
as a
cla
ssof
21
low
ach
ievi
ng s
tude
nts
in a
mid
dle
scho
ol s
ixth
gra
de s
ettin
g.
Stud
ents
wer
e ta
ught
ten
prob
lem
-sol
ving
stra
tegi
es a
nd g
iven
sam
ple
prob
lem
s.T
hey
wer
e al
so in
stru
cted
in h
ow to
wor
k
in c
oope
rativ
e gr
oups
. The
pro
blem
-so
lvin
g ac
tiviti
es c
onsi
sted
of
six
diff
eren
tpr
oble
ms.
Stu
dent
s w
orke
d in
gro
ups
and
wer
e gi
ven
a se
lf-a
sses
smen
t ins
trum
ent t
ohe
lp g
uide
them
ste
p-by
-ste
p th
roug
h ea
chpr
oble
m. T
his
inst
rum
ent l
iste
d th
e te
npr
oble
m-s
olvi
ng s
trat
egie
s in
a c
heck
list a
tth
e to
p of
the
page
. Stu
dent
s w
ere
aske
dto
res
tate
the
prob
lem
in th
eir
own
wor
ds,
list t
he s
trat
egie
s th
ey th
ough
t mig
ht h
elp
them
suc
cess
fully
sol
ve th
e pr
oble
m, s
how
the
proc
edur
es f
or s
olvi
ng th
e pr
oble
m, u
sea
stra
tegy
to v
erif
y th
eir
solu
tion,
and
expl
ain
why
they
thou
ght t
heir
sol
utio
nw
as c
orre
ct o
r in
corr
ect.
Dat
a w
ere
colle
cted
on
the
six
prob
lem
-so
lvin
g ac
tiviti
es th
at in
clud
ed c
oope
rativ
egr
oups
and
stu
dent
sel
f-as
sess
men
t.C
oope
rativ
e gr
oup,
stu
dent
rat
ing
shee
tsw
ere
used
to d
eter
min
e ho
w e
ffec
tive
the
stud
ents
vie
wed
wor
king
in g
roup
s. S
elf-
asse
ssm
ent r
espo
nse
ques
tions
wer
e us
edto
det
erm
ine
stud
ents
' per
cept
ions
of
PAG
E 1
6 4041
SUM
MA
RIE
S O
F ST
UD
IES
mat
hem
atic
s, th
eir
feel
ings
in m
ath
clas
s,an
d th
eir
grow
th a
s pr
oble
m s
olve
rs.
Stud
ents
wer
e in
terv
iew
ed in
divi
dual
ly,
and
clas
s di
scus
sion
s w
ere
held
abo
ut th
eex
peri
ence
, as
wel
l. A
pro
blem
-sol
ving
proc
ess
inst
rum
ent w
as u
sed
to d
eter
min
eho
w s
tude
nts
solv
ed th
e pr
oble
m, w
hat
stra
tegi
es th
ey u
sed,
and
if th
ey w
ere
succ
essf
ul in
sol
ving
the
prob
lem
.
Res
ults
:St
uden
ts r
epor
ted
that
they
wor
ked
toge
ther
coo
pera
tivel
y, th
at e
very
one
atta
cked
the
prob
lem
as
a gr
oup
and
that
they
fou
nd it
hel
pful
to w
ork
as a
team
.T
hey
depe
nded
on
each
oth
er a
nd f
elt
conf
iden
t tha
t the
gro
up w
ould
hel
p. T
hey
repo
rted
that
they
lear
ned
prob
lem
-sol
ving
stra
tegi
es, h
ow to
wor
k in
a g
roup
, and
how
to b
ette
r in
terp
ret m
ath
prob
lem
s.T
hey
felt
they
cou
ld im
prov
e by
rea
ding
the
prob
lem
mor
e ca
refu
lly, d
evel
opin
g a
bette
r un
ders
tand
ing
of w
hat t
hey
wer
elo
okin
g fo
r, u
sing
a v
arie
ty o
f st
rate
gies
and
wor
king
bet
ter
as a
gro
up. S
tude
nts
repo
rted
that
they
wer
e ge
tting
bet
ter
atpr
oble
m s
olvi
ng a
nd f
elt m
ore
succ
essf
ulth
an th
ey h
ad in
the
past
.
Con
clus
ions
:A
ll th
ree
leve
ls o
f st
uden
ts r
epor
ted
find
ing
it ea
sier
to u
se p
robl
em-s
olvi
ng s
trat
egie
s.T
he id
entif
ied
gift
ed e
vide
nced
a s
mal
ler
gain
than
the
othe
r gr
oups
pos
sibl
ybe
caus
e th
ey h
ad b
een
mor
e in
volv
ed in
prob
lem
sol
ving
str
ateg
ies
prev
ious
ly. W
eha
ve c
oncl
uded
fro
m th
is e
xper
ienc
e th
atpr
oble
m-s
olvi
ng s
trat
egie
s ne
ed to
be
over
tly ta
ught
; tha
t con
tinuo
us, s
truc
ture
dse
lf-a
sses
smen
t by
the
stud
ent p
rom
otes
met
acog
nitio
n of
the
prob
lem
-sol
ving
proc
ess;
that
coo
pera
tive
grou
ps p
rom
ote
disc
ussi
on o
f th
e st
rate
gies
ther
eby
incr
easi
ng a
war
enes
s an
d us
e of
a v
arie
tyof
met
hods
.
Prob
lem
-sol
ving
stra
tegi
es n
eed
tobe
ove
rtly
taug
ht.
Con
tinuo
us,
stru
ctur
ed s
elf-
asse
ssm
ent b
y th
est
uden
t pro
mot
esm
etac
ogni
tion
ofth
e pr
oble
m-
solv
ing
proc
ess.
4 2
4 3
PAG
E 1
7
PAR
TN
ER
S IN
ASS
ESS
ME
NT
Ter
esa
A. M
ulle
rG
ibbo
n H
igh
Scho
olG
ibbo
n, N
ebra
ska
Prob
lem
:I
was
usi
ng g
roup
wor
k, e
xper
imen
ts,
hand
s-on
exp
erie
nces
, dis
cove
ry le
arni
ngan
d te
chno
logy
as
clas
sroo
m te
achi
ngst
rate
gies
. How
ever
, my
asse
ssm
ents
wer
eno
t mat
chin
g m
y te
achi
ng s
tyle
and
did
not
seem
to te
ll m
e w
hat s
tude
nts
wer
ele
arni
ng.
Ass
umpt
ions
:A
sses
smen
t sho
uld
not b
e th
e en
d of
an
educ
atio
nal e
xper
ienc
e; in
stea
d it
shou
ldbe
a m
eans
to a
chie
ve e
duca
tiona
l goa
ls.
Ass
essm
ent m
easu
res
the
stud
ent's
tmde
rsta
ndin
g an
d us
e of
the
mat
hem
atic
sbe
ing
taug
ht. A
sses
smen
t is
a fe
edba
ckto
ol f
or th
e te
ache
r. A
sses
smen
t is
used
for
grad
ing
purp
oses
and
to m
onito
rst
uden
t gro
wth
and
ach
ieve
men
t. O
ne o
fth
e be
st in
dica
tions
of
the
mas
tery
of
asu
bjec
t is
the
stud
ent's
abi
lity
to m
ake
sign
ific
ant c
omm
ents
or
ask
inte
llige
ntqu
estio
ns a
bout
the
subj
ect.
Ano
ther
CH
AN
GE
IN
AC
TIO
N
indi
catio
n of
ach
ieve
men
t in
a fi
eld
isin
tere
st in
that
fie
ld. S
till a
noth
er in
dica
tion
of a
chie
vem
ent i
s th
e de
gree
of
conf
iden
cedi
spla
yed
whe
n w
ork
is a
ssig
ned
orun
dert
aken
.
Stud
y:T
he p
urpo
se o
f th
is r
esea
rch
was
tode
term
ine
whi
ch ty
pes
of a
sses
smen
t giv
em
e a
bette
r pi
ctur
e of
wha
t my
stud
ents
know
.I
stud
ied
my
eigh
th-g
rade
mat
hcl
asse
s at
a r
ural
K-1
2 sc
hool
. The
re w
ere
a to
tal o
f 27
stu
dent
s in
volv
ed in
the
rese
arch
. The
gen
der
brea
kdow
n w
as 5
6%fe
mal
e an
d 44
% m
ale.
The
con
trol
gro
upha
d 17
stu
dent
s an
d th
e ex
peri
men
tal
grou
p ha
d 10
stu
dent
s. S
tude
nts
wer
eas
sign
ed to
gro
ups
rand
omly
.
The
res
earc
h w
as c
ondu
cted
by
tryi
ngse
vera
l dif
fere
nt a
ltern
ativ
e as
sess
men
tte
chni
ques
on
the
targ
et g
roup
whi
le th
eco
ntro
l gro
up d
id n
ot e
xper
ienc
e an
ych
ange
in th
e w
ay th
ey w
ere
asse
ssed
. The
PAG
E 1
84
4
5
SUM
MA
RIE
S O
F ST
UD
IES
asse
ssm
ents
incl
uded
the
use
of g
roup
chec
kshe
ets,
rub
rics
, por
tfol
ios,
sel
f-as
sess
men
ts, a
nd p
roje
cts.
Dat
a w
ere
colle
cted
thro
ugh
a st
uden
t sur
vey,
test
scor
es, t
each
er o
bser
vatio
ns, s
tude
ntpo
rtfo
lios,
and
pho
togr
aphs
. Ini
tially
, Ius
ed s
impl
e ru
bric
s to
gra
de w
ritin
gas
sign
men
ts a
nd p
robl
ems
of th
e w
eek.
Ial
so u
sed
a gr
oup
chec
kshe
et to
enc
oura
gew
orki
ng to
geth
er. S
oon,
the
stud
ents
crea
ted
thei
r ow
n ru
bric
s to
gra
de th
eir
wor
k.
Lat
er, I
trie
d po
rtfo
lios
of s
tude
nt w
ork.
The
por
tfol
ios
incl
uded
a w
eekl
y se
lf-
eval
uatio
n, e
nd-o
f-te
rm s
elf-
asse
ssm
ent,
stud
ent c
ritiq
ue o
f th
e po
rtfo
lio, i
nter
view
,gr
oup
eval
uatio
n of
the
indi
vidu
al, j
ourn
alen
trie
s, m
ath
auto
biog
raph
y, o
rigi
nal
wor
k, g
roup
wor
k, a
nd s
ever
al b
est e
ffor
ts.
The
stu
dent
s w
orke
d on
thei
r po
rtfo
lios
thro
ugho
ut th
e qu
arte
r. D
urin
g th
ere
sear
ch, t
arge
t stu
dent
s di
d se
vera
lpr
ojec
ts th
at w
ere
eval
uate
d by
a r
ubri
c.
I ga
ve a
sur
vey
to e
ach
of th
e ei
ghth
-gra
dem
ath
clas
ses
to d
eter
min
e th
e st
uden
ts'
perc
eptio
ns o
f as
sess
men
t, w
hat i
t rev
eale
dab
out t
heir
lear
ning
, and
thei
r im
prov
ed
lear
ning
via
the
asse
ssm
ents
. The
sur
vey
was
giv
en a
t the
beg
inni
ng a
nd a
t the
end
of th
e st
udy.
I a
lso
kept
a p
erso
nal j
ourn
aldu
ring
the
stud
y. T
his
jour
nal a
nd th
est
uden
t jou
rnal
s fr
om th
e po
rtfo
lios
beca
me
valu
able
sou
rces
of
info
rmat
ion.
Res
ults
:T
he m
ean
test
sco
re o
f th
e co
ntro
l gro
upw
as 8
2%; t
he m
ean
test
sco
re o
f th
eex
peri
men
tal g
roup
was
94%
. The
test
mea
ns f
or th
e pr
evio
us q
uart
er w
ere
85%
for
the
cont
rol g
roup
and
87%
for
the
expe
rim
enta
l gro
up. T
he s
tude
nts
in th
eta
rget
gro
up a
lso
had
an im
prov
edpe
rcep
tion
abou
t ass
essm
ent,
a hi
gher
com
plet
ion
rate
of
hom
ewor
k, a
nd a
nin
crea
se in
thei
r in
depe
nden
t lea
rnin
g. T
heal
tern
ativ
e as
sess
men
ts s
eem
ed to
giv
e a
bette
r pi
ctur
e of
wha
t the
stu
dent
s w
ere
lear
ning
.
The
con
trol
gro
up s
urve
y sc
ores
wer
e 29
.3ou
t of
a po
ssib
le 4
0 po
ints
bef
ore
the
rese
arch
and
28.
3 af
ter
the
rese
arch
. The
clas
s m
edia
n w
as 2
9 be
fore
and
aft
er th
est
udy.
The
exp
erim
enta
l gro
up s
urve
ysc
ore
befo
re th
e st
udy
was
28.
1 an
d af
ter
The
stu
dent
s in
the
targ
et g
roup
also
had
an
impr
oved
perc
eptio
n ab
out
asse
ssm
ent,
ahi
gher
com
plet
ion
rate
of
hom
ewor
k,an
d an
incr
ease
inth
eir
inde
pend
ent
lear
ning
.
4647
PAG
E 1
9
Ass
essm
ent
beca
me
a pa
rt o
fth
e le
arni
ng a
ndle
ss o
f a
thre
at.
the
stud
y w
as 3
0.8.
The
cla
ss m
edia
nin
crea
sed
from
28
to 3
1.
My
own
jour
nal r
evea
led
that
the
stud
ents
in th
e ex
peri
men
tal g
roup
beg
an to
ask
few
er q
uest
ions
of
me
and
beca
me
mor
ein
depe
nden
t.
The
con
trol
gro
up d
id n
ot m
ake
this
grow
th a
nd r
emai
ned
depe
nden
t on
me.
The
com
plet
ion
rate
of
hom
ewor
k w
as 9
2%fr
om th
e ex
peri
men
tal g
roup
com
pare
d to
85%
in th
e co
ntro
l gro
up. S
tude
nt jo
urna
len
trie
s fr
om th
e ex
peri
men
tal g
roup
incl
uded
com
men
ts s
uch
as:
"I li
ke th
ete
lling
us
how
it's
gra
ded
befo
re w
e ta
keth
e te
st. Y
ou k
now
wha
t to
expe
ct. I
als
olik
e w
orki
ng in
gro
ups.
" "I
thin
k th
is is
easi
er; w
e kn
ow m
ore
abou
t it;
the
grad
eis
fai
r."
"I h
ave
lear
ned
a lo
t mor
e ab
out
prob
lem
-sol
ving
. I a
lso
got a
lot b
ette
r at
solv
ing
prob
lem
s th
at h
ave
to d
eal w
ithgr
aphs
."
CH
AN
GE
IN
AC
TIO
N
Con
clus
ions
:St
uden
t per
form
ance
impr
oved
thro
ugh
the
use
of a
ltern
ativ
e as
sess
men
ts. I
had
abe
tter
unde
rsta
ndin
g of
wha
t my
stud
ents
knew
, and
the
stud
ents
per
ceiv
edas
sess
men
t as
mor
e us
eful
. Ass
essm
ent
beca
me
a pa
rt o
f th
e le
arni
ng a
nd le
ss o
f a
thre
at.
The
stu
dent
s be
cam
e m
ore
resp
onsi
ble
for
thei
r ow
n le
arni
ng.
Plan
of
Act
ion:
I pl
an to
use
a v
arie
ty o
f as
sess
men
ts in
my
othe
r cl
asse
s as
wel
l. I
have
kep
t thi
s ye
ar's
port
folio
s to
sho
w to
nex
t yea
r's s
tude
nts.
As
a re
sult
of m
y ex
peri
ence
s in
this
rese
arch
, I n
ow f
ind
it ea
sier
to c
reat
eru
bric
s. I
hav
e al
read
y be
gun
to w
ork
with
anot
her
mat
hem
atic
s te
ache
r as
she
wor
kson
pro
ject
s an
d ru
bric
s. T
he h
urdl
es to
over
com
e ar
e th
e or
gani
zatio
n an
dsu
mm
ariz
atio
n of
this
var
iety
of
data
. It i
sal
so ti
me
cons
umin
g.
PAG
E 2
0
4 8
4 9
SUM
MA
RIE
S O
F ST
UD
IES
CO
NT
INU
ING
GR
OW
TH
TH
RO
UG
H A
SSE
SSM
EN
TSh
eila
Kel
lenb
arge
r an
d K
aren
War
dL
inco
ln S
outh
east
Hig
hL
inco
ln, N
ebra
ska
Prob
lem
:T
he m
ajor
ity o
f hi
gh s
choo
l stu
dent
s se
emto
vie
w te
sts
as th
e en
d of
a p
roce
ss r
athe
rth
an a
s an
inte
gral
par
t of
a le
arni
ngco
ntin
uum
. Fre
quen
tly, f
ollo
win
g a
test
,w
e co
uld
tell
wha
t eac
h st
uden
t stil
lne
eded
but
with
the
time
cons
trai
nts,
unle
ss la
rge
num
bers
mis
sed
a co
ncep
t,w
e sp
ent o
nly
a fe
w m
inut
es in
cla
ss g
oing
over
the
test
and
pro
ceed
ed to
the
next
topi
c. S
tude
nts
mig
ht c
ompa
re a
nsw
ers
for
a m
inut
e or
two
to m
ake
sure
test
s w
ere
grad
ed c
orre
ctly
, but
they
did
not
spe
ndtim
e an
alyz
ing
erro
rs. T
his
repe
ated
scen
ario
pro
mpt
ed th
e se
lect
ion
of o
urre
sear
ch q
uest
ions
.
Stud
y:W
ill s
tude
nts
unde
rsta
nd a
nd r
etai
n m
ore
if th
ey d
o a
wri
tten
anal
ysis
of
each
mis
sed
test
que
stio
n an
d ha
ve a
n op
port
unity
todi
scus
s th
e an
alys
is w
ith th
eir
teac
hers
?D
o st
rugg
ling
stud
ents
get
so
disc
oura
ged
and
bogg
ed d
own
by p
oor
grad
es th
at th
eir
ince
ntiv
e to
kee
p le
arni
ng is
sig
nifi
cant
lydi
min
ishe
d?
Usi
ng th
e te
st r
esul
ts a
s a
star
ting
poin
t,w
e pr
ovid
ed s
tude
nts
an o
ppor
tuni
ty to
dem
onst
rate
con
tinue
d gr
owth
and
ear
ngr
owth
poi
nts
thro
ugh:
thei
r w
ritte
n an
alys
is o
f m
isse
d te
stite
ms;
a co
nfer
ence
with
the
teac
her
todi
scus
s th
e an
alys
is;
pers
onal
ized
test
que
stio
ns o
n a
mai
nten
ance
test
to d
emon
stra
test
uden
t ret
entio
n.
We
esta
blis
hed
guid
elin
es to
acc
ompl
ish
thes
e ta
sks
in a
man
ner
that
wou
ld b
e cl
ear
to s
tude
nts
and
thei
r pa
rent
s.It
was
impo
rtan
t to
mak
e a
spec
ial e
ffor
t to
expl
ain
the
proc
ess
in s
uch
a w
ay th
atst
uden
ts w
ould
vie
w it
as
a w
ay to
impr
ove
thei
r pe
rfor
man
ce, u
nder
stan
ding
and
5051
PAG
E 2
1
"I r
eally
unde
rsto
od th
isw
hen
I w
rote
it.
It's
just
that
now
I c
an't
rem
embe
r w
hat I
was
thin
king
."
grad
e ra
ther
than
as
an a
dditi
onal
bur
den.
We
did
emph
asiz
e, h
owev
er, t
hat t
o ga
inth
e m
axim
um b
enef
it, s
tude
nts
wou
ldha
ve to
mak
e a
seri
ous
time
com
mitm
ent.
As
we
proc
eede
d, c
lass
inst
ruct
ion
was
chan
ged
very
littl
e. W
hen
it w
as ti
me
togr
ade
test
s, h
owev
er, e
very
thin
g ch
ange
ddr
amat
ical
ly. T
o en
able
stu
dent
s to
do
ath
ough
tful
wri
tten
anal
ysis
of
mis
sed
test
ques
tions
, it w
as im
port
ant n
ot to
cir
cle
erro
rs n
or in
dica
te w
heth
er w
rong
ans
wer
sw
ere
the
resu
lt of
maj
or c
once
pt e
rror
s,pr
oced
ural
err
ors
or m
inor
not
atio
n er
rors
.B
y re
view
ing
mis
sed
ques
tions
, we
assi
gned
test
gra
des
mor
e su
bjec
tivel
y th
anin
the
past
. Occ
asio
nally
, thi
s m
etho
d of
grad
ing
was
dis
conc
ertin
g to
the
stud
ents
beca
use
one
mig
ht m
iss
five
ans
wer
s an
dre
ceiv
e a
"B"
whi
le a
noth
er m
isse
d fi
vean
swer
s an
d re
ceiv
ed a
"D
." T
he d
iffe
renc
ew
as r
elat
ed to
the
kind
s of
err
ors
mad
e by
the
stud
ents
.
Aft
er r
ecei
ving
thei
r gr
aded
test
s, s
tude
nts
had
two
wee
ks to
sub
mit
a w
ritte
n an
alys
isof
all
mis
sed
test
item
s. T
hey
had
to f
ollo
wth
e pr
ovid
ed f
orm
at. A
maj
or o
bjec
tive
ofth
e an
alys
is w
as f
or s
tude
nts
to le
arn
to
CH
AN
GE
IN
AC
TIO
N
iden
tify
the
type
of
erro
r th
ey h
ad m
ade
and
toar
rive
atth
at c
oncl
usio
nin
depe
nden
tly. T
hrou
ghou
t the
pro
cess
,st
uden
ts w
ere
rem
inde
d th
at th
e co
rrec
tan
swer
to a
pro
blem
was
not
the
goal
of
the
anal
ysis
; tha
t cla
rity
of
thou
ght,
deta
ilof
the
anal
ysis
and
abi
lity
to d
escr
ibe
the
mat
hem
atic
al c
once
pts
verb
ally
wer
e al
lm
ore
impo
rtan
t tha
n th
e an
swer
.
Aft
er c
ompl
etin
g a
wri
tten
anal
ysis
of
mis
sed
test
que
stio
ns, s
tude
nts
sche
dule
da
conf
eren
cew
ithth
eir
teac
her.
Con
fere
nces
took
less
than
20
min
utes
ifst
uden
ts w
ere
able
to e
xpre
ss th
emse
lves
accu
rate
ly in
wri
ting
and
if th
ey tr
uly
unde
rsto
od w
hat t
hey
had
wri
tten.
Con
fere
nces
took
far
mor
e th
an 2
0 m
inut
esif
stud
ents
had
dif
ficu
lty p
uttin
gm
athe
mat
ical
thou
ght i
nto
Eng
lish
sent
ence
s or
if s
tude
nts
coul
d no
t exp
lain
wha
t the
y ha
d w
ritte
n. O
ne s
tude
ntco
mm
ente
d, "
I re
ally
und
erst
ood
this
whe
n I
wro
te it
.It
's ju
st th
at n
ow I
can
'tre
mem
ber
wha
t I w
as th
inki
ng."
The
con
fere
ncin
g fo
rmat
was
enl
ight
enin
gfo
r bo
th s
tude
nts
and
teac
hers
. The
rub
ric
for
the
conf
eren
cing
was
bas
ed o
n fo
ur
PAG
E 2
2
5253
SUM
MA
RIE
S O
F ST
UD
IES
crite
ria:
stu
dent
thin
king
, typ
e of
err
or,
corr
ect e
xpla
natio
n of
pro
cess
, and
cor
rect
prob
lem
sol
utio
n. A
lthou
gh a
for
mal
rubr
ic w
as u
sed
to e
valu
ate
each
stu
dent
conf
eren
ce, s
ome
of th
e m
ost u
sefu
lco
mm
unic
atio
n ha
ppen
ed u
nexp
ecte
dly.
We
lear
ned
that
stu
dent
s so
met
imes
rece
ived
the
righ
t ans
wer
s fo
r th
e w
rong
reas
ons.
By
liste
ning
to s
tude
nts,
we
lear
ned
that
occ
asio
nally
we
mis
iden
tifie
dco
ncep
t err
ors
as p
roce
dura
l err
ors
and
vice
ver
sa.
Stud
ents
lear
ned
that
desc
ribi
ng m
athe
mat
ics
verb
ally
is n
ot a
sea
sy a
s it
firs
t app
ears
, but
fel
t ver
y go
odab
out t
heir
acc
ompl
ishm
ents
as
they
beca
me
bette
r at
it.
The
y re
aliz
ed th
ebe
nefi
t of
disc
ussi
ng th
eir
erro
rs w
ithso
meo
ne e
lse,
whe
ther
it w
as w
ith a
noth
erst
uden
t or
the
teac
her.
Com
pari
ng o
nly
answ
ers
was
no
long
er im
port
ant b
utle
arni
ng th
e pr
oces
s w
as.
An
unan
noun
ced
mai
nten
ance
test
sev
eral
wee
ks a
fter
the
wri
tten
anal
yses
wer
eco
mpl
eted
was
giv
en to
det
erm
ine
ifst
uden
ts m
aint
aine
d th
e kn
owle
dge
they
acqu
ired
som
etim
e du
ring
the
lear
ning
proc
ess.
Mai
nten
ance
test
ing
was
pro
babl
yth
e m
ost d
iffi
cult
part
of
this
pro
ject
. It w
as
diff
icul
t to
find
tim
e to
giv
e th
e te
sts,
espe
cial
ly a
s se
cond
sem
este
r pr
ogre
ssed
and
the
end
of th
e ye
ar a
ppro
ache
d.It
seem
ed m
ore
impo
rtan
t to
cont
inue
tote
ach
new
mat
eria
l tha
n to
take
tim
e to
giv
em
aint
enan
ce te
sts.
Con
clus
ions
:O
ur e
valu
atio
n of
mai
nten
ance
test
ssh
owed
that
stu
dent
s w
ere
able
to c
orre
ctly
answ
er 7
0% o
f th
e qu
estio
ns th
ey h
adm
isse
d on
pre
viou
s te
sts.
Whi
le th
ispe
rcen
t is
not s
igni
fica
ntly
dif
fere
nt f
rom
thos
e w
ho d
id n
ot p
rovi
de w
ritte
nan
alys
es, t
he w
rite
rs w
ere
aske
d on
lyqu
estio
ns w
hich
they
had
pre
viou
sly
mis
sed.
Impr
oved
und
erst
andi
ng w
as e
vide
ntw
hen
part
icip
atin
g st
uden
ts' t
est g
rade
sim
prov
ed d
urin
g th
e se
mes
ter.
The
y be
gan
to lo
ok a
t tes
t que
stio
ns d
iffe
rent
ly. T
hey
spen
t mor
e tim
e w
ritin
g ou
t wor
k th
atw
ould
mak
e th
eir
thou
ght p
roce
sses
clea
rer
and
cons
eque
ntly
wou
ld m
ake
late
ran
alys
is e
asie
r. S
tude
nts
with
hig
h ov
eral
lgr
ade
poin
t ave
rage
s (G
PA)
wer
e m
ore
likel
y to
par
ticip
ate
in th
e an
alys
is/
conf
eren
ce p
roce
ss th
an w
ere
othe
r
Stud
ents
with
high
ove
rall
grad
e po
int
aver
ages
(G
PA)
wer
e m
ore
likel
yto
par
ticip
ate
inth
e an
alys
isl
conf
eren
cepr
oces
s th
anw
ere
othe
rst
uden
ts.
5 4
PAG
E 2
3
5 5
stud
ents
. Sev
enty
-nin
e pe
rcen
t of
the
stud
ents
who
se G
PAs
wer
e be
twee
n 3.
5an
d 4.
0 pa
rtic
ipat
ed in
the
anal
ysis
opt
ion
but o
nly
56%
of
thos
e w
ith G
PAs
betw
een
3.0
and
3.49
did
.
A q
uest
ion
we
answ
ered
but
did
not
ask
was
, "A
re f
emal
es o
r m
ales
mor
e lik
ely
topa
rtic
ipat
e in
this
met
hod
of a
sses
smen
t?"
We
foun
d th
at th
roug
h th
ree
quar
ters
of
clas
ses,
72%
of
the
fem
ales
par
ticip
ated
whi
le o
nly
62.5
% o
f th
e m
ales
par
ticip
ated
.
Ove
rall,
we
thou
ght t
he r
esea
rch
was
succ
essf
ul a
nd u
sefu
l in
our
clas
sroo
ms.
It
chan
ged
stud
ents
, and
it c
hang
ed u
s. O
nepa
rt o
f ou
r re
sear
ch p
lan
that
did
not
go
asan
ticip
ated
and
nee
ds f
urth
er d
evel
opm
ent
CH
AN
GE
IN
AC
TIO
N
is th
e m
aint
enan
ce te
stin
g fo
r re
tent
ion.
Tim
e be
cam
e th
e bi
gges
t fac
tor.
Tea
cher
sin
sch
ools
with
blo
ck s
ched
ulin
g m
ay f
ind
it ea
sier
to in
corp
orat
e th
e m
aint
enan
cepo
rtio
n.
Plan
of
actio
n:
We
plan
to u
se th
is a
ppro
ach
agai
n ne
xtye
ar. W
e th
ink
the
time
cons
trai
nts
are
too
grea
t to
purs
ue th
e pr
oces
s w
ith a
ll cl
asse
s,bu
t som
e of
the
idea
s ca
n be
inco
rpor
ated
on a
sm
alle
r sc
ale
in s
ome
clas
ses.
Oth
erop
tions
for
add
ress
ing
time
cons
trai
nts
are
mee
ting
with
sm
all g
roup
s in
stea
d of
one
stud
ent a
t a ti
me
for
conf
eren
cing
and
mak
ing
eith
er a
naly
sis
or c
onfe
renc
ing
optio
nal.
PAG
E 2
4
5 7
SUM
MA
RIE
S O
F ST
UD
IES
WH
ICH
ASS
ESS
ME
NT
WO
RK
S B
EST
IN
WH
ICH
LE
AR
NIN
G S
ITU
AT
ION
?B
arba
ra M
oran
Ced
ar H
ollo
w E
lem
enta
ryG
rand
Isl
and,
Neb
rask
a
Prob
lem
:A
s I
used
few
er tr
aditi
onal
teac
hing
tech
niqu
es in
my
scie
nce
clas
sroo
ms,
itbe
cam
e m
ore
diff
icul
t to
asse
ss b
oth
the
educ
atio
nal a
nd b
ehav
iora
l ski
lls th
at th
est
uden
ts w
ere
acqu
irin
g us
ing
only
my
trad
ition
al te
sts.
Stud
y:I
bega
n by
giv
ing
an a
ttitu
de s
urve
y to
disc
over
stu
dent
fee
lings
abo
ut th
ecl
assr
oom
atm
osph
ere,
gro
up w
ork,
sub
ject
mat
ter,
and
sup
port
fro
m th
e st
aff
and
fello
w s
tude
nts.
A s
econ
d su
rvey
was
give
n la
ter
to b
oth
the
stud
ents
and
thei
rpa
rent
s.It
acc
ompa
nied
the
stud
ent
port
folio
s th
at in
clud
ed a
ll w
ork
from
the
scie
nce
clas
s.
I us
ed p
ortf
olio
s, r
ubri
cs, s
tude
nt jo
urna
ls,
auth
entic
ass
essm
ents
tied
to r
eal-
life
situ
atio
ns, a
nd p
hoto
grap
hs to
ass
ess
stud
ent l
earn
ing.
Res
ults
:A
uthe
ntic
ass
essm
ents
wer
e po
pula
r w
ithth
e cl
asse
s. A
stu
dent
com
men
ted,
"It
ism
uch
easi
er to
bui
ld a
n id
ea in
to a
mod
elth
an to
alw
ays
wri
te a
bout
it."
Seve
ral
stud
ents
com
men
ted
that
aut
hent
icas
sess
men
ts w
ere
fun
beca
use
they
allo
wed
cho
ices
of
proj
ects
. The
stu
dent
sw
ere
mot
ivat
ed b
y th
e m
eani
ngfu
lsi
tuat
ions
, but
it to
ok g
ood
lang
uage
ski
llsto
per
form
wel
l and
that
lim
ited
a fe
wst
uden
ts.
Rub
rics
bec
ame
tedi
ous
for
me
beca
use
they
see
med
to c
onde
nse
topi
cs o
n w
hich
stud
ents
may
hav
e ot
herw
ise
wan
ted
toel
abor
ate.
In
build
ing
a ru
bric
, it w
asdi
ffic
ult t
o de
cide
whi
ch a
reas
to h
ighl
ight
.T
he s
tude
nts
felt
the
rubr
ics
wer
e bi
ased
in d
eter
min
ing
wha
t was
impo
rtan
t with
inth
e co
nten
t. T
hey
felt
rubr
ics
limite
d th
eir
para
met
ers
of s
tudy
.
The
stu
dent
sw
ere
mot
ivat
edby
the
mea
ning
ful
situ
atio
ns, b
utit
took
goo
dla
ngua
ge s
kills
to p
erfo
rm w
ell
and
that
lim
ited
a fe
w s
tude
nts.
PAG
E 2
5
5 9
I ha
d on
est
uden
t say
, "I
can
hard
ly w
ait
to jo
urna
lbe
caus
e th
e te
stdi
dn't
ask
the
righ
t que
stio
ns."
Jour
nalin
g w
as th
e ea
sies
t ass
essm
ent f
orth
e st
uden
ts a
nd b
y fa
r th
eir
favo
rite
.It
allo
wed
them
to e
xpre
ss th
emse
lves
inth
eir
own
lang
uage
and
with
som
epe
rson
al th
ough
ts. W
hen
we
com
plet
edan
are
a of
stu
dy a
nd o
ur g
oals
and
obje
ctiv
es w
ere
clea
rly
defi
ned,
the
stud
ents
wou
ld jo
urna
l aft
er a
trad
ition
alte
st. I
enc
oura
ged
the
stud
ents
to u
se th
ete
rmin
olog
y an
d so
me
of th
e fa
cts
and
situ
atio
ns th
at h
ad o
ccur
red
in o
urdi
scus
sion
s or
in th
e la
bs. T
hey
wer
een
cour
aged
to d
emon
stra
te o
r ill
ustr
ate
with
dia
gram
s an
d sh
ow ta
bles
and
cha
rts
to e
xpla
in th
e le
arni
ng th
at to
ok p
lace
.A
fter
eac
h tr
aditi
onal
test
, the
y lo
oked
forw
ard
to te
lling
me
som
e th
ings
of
inte
rest
that
cam
e up
in th
eir
disc
ussi
ons
that
did
n't s
how
up
on th
e te
st. E
ach
stud
ent r
ecei
ved
an "
A"
for
thei
r jo
urna
l. I
had
one
stud
ent s
ay, "
I ca
n ha
rdly
wai
t to
jour
nal b
ecau
se th
e te
st d
idn'
t ask
the
righ
tqu
estio
ns."
Tak
ing
phot
ogra
phs
duri
ng la
bs, o
n fi
eld
trip
s, a
nd w
hen
a gu
est s
peak
er v
isite
dw
ere
the
best
vis
ual a
ids
for
the
stud
ents
to u
se w
hen
wri
ting
in th
eir
jour
nals
. The
CH
AN
GE
IN
AC
TIO
N
stud
ents
enj
oyed
see
ing
them
selv
es a
ndun
ders
tand
ing
the
step
s of
the
labs
.
Con
clus
ions
:T
here
wer
e no
sig
nifi
cant
cha
nges
in th
est
uden
t gra
des,
but
stu
dent
s w
ere
mor
ein
tere
sted
and
mor
e m
otiv
ated
as
evid
ence
d by
the
surv
eys.
The
new
asse
ssm
ent m
etho
ds a
lso
guid
ed m
yin
stru
ctio
n. I
did
not
get
as
muc
h m
ater
ial
cove
red,
but
we
had
a tr
emen
dous
am
ount
of r
esou
rces
on
the
mat
eria
l we
did
cove
r.
Whi
le jo
urna
ling,
por
tfol
ios
and
auth
entic
asse
ssm
ents
are
use
ful f
or a
ll ty
pes
ofin
stru
ctio
n, th
e ap
plic
atio
n of
the
asse
ssm
ent m
etho
d m
ay d
epen
d m
ore
onth
e sk
ills
and
the
pref
eren
ces
of th
e te
ache
rth
an th
e un
iver
sal u
sefu
lnes
s of
the
asse
ssm
ent.
Plan
of
Act
ion:
In th
e fu
ture
, I w
ill m
odif
y se
vera
las
sess
men
t-re
late
d pr
oces
ses
to
dete
rmin
e ho
w o
ften
eac
h ty
pe o
fas
sess
men
t will
occ
ur;
dete
rmin
e w
ho w
ill g
athe
r th
e da
ta;
PAG
E 2
6
6 i
rrn
SUM
MA
RIE
S O
F ST
UD
IES
deve
lop
a tim
elin
e fo
r as
sess
men
ts;
scor
e st
uden
t sam
ples
;
dete
rmin
e sc
orin
g pr
oced
ures
;de
term
ine
lear
ning
sty
les.
6263
PAG
E 2
7
CH
AN
GE
IN
AC
TIO
N
CO
MM
UN
ICA
TIN
G W
ITH
PA
RE
NT
S T
HR
OU
GH
TH
E U
SE O
F PO
RT
FOL
IOS
Car
olin
e B
. Win
ches
ter
Wol
bach
Pub
lic S
choo
lsW
olba
ch, N
ebra
ska
Ass
umpt
ion:
Pare
nts
are
esse
ntia
l to
any
educ
atio
nal
refo
rm e
ffor
t.T
here
is e
vide
nce
that
pare
nts'
enc
oura
gem
ent a
nd in
tere
st in
scho
ol a
ffec
t the
ir c
hild
ren'
s ac
hiev
emen
t,ev
en a
fter
the
stud
ents
' abi
litie
s an
d fa
mily
soci
oeco
nom
ic s
tatu
s ar
e ta
ken
into
acco
unt.
The
Neb
rask
a M
athe
mat
ics
and
Scie
nce
Fram
ewor
ks is
bas
ed o
n th
e be
lief
that
lear
ning
is a
col
labo
rativ
e re
spon
sibi
lity
amon
g st
uden
ts, e
duca
tors
, par
ents
, and
the
com
mun
ity.
Inad
ditio
n,co
mm
unic
atio
n is
vita
l if
a sc
hool
is to
pla
ya
lead
ersh
ip r
ole
in r
efor
m. T
hus,
com
mun
icat
ion
is a
targ
et g
oal f
or th
esc
hool
impr
ovem
ent p
roce
ss a
t our
sch
ool.
Stud
y:Se
vent
y-se
ven
stud
ents
in g
rade
s 6-
12 a
ndth
eir
pare
nts/
guar
dian
s pa
rtic
ipat
ed in
the
rese
arch
at t
his
rura
l pub
lic s
choo
l with
an
enro
llmen
t of
143
stud
ents
. Pri
or to
the
firs
t
pare
nt/te
ache
r co
nfer
ence
, stu
dent
s w
ere
aske
d to
sel
ect f
ive
item
s fr
om th
eir
note
book
s an
d st
art a
por
tfol
io. T
hepo
rtfo
lio in
clud
ed la
b re
port
s, n
otes
,ha
ndou
ts, t
ests
, spe
cial
res
earc
h pr
ojec
ts,
and
a jo
urna
l. T
he f
ollo
win
g fi
ve q
uest
ions
guid
ed th
e st
uden
ts' p
ortf
olio
sel
ectio
ns:
Wha
t did
you
stu
dy d
urin
g th
isni
ne w
eek
peri
od?
Wha
t was
one
thin
g yo
u le
arne
d?W
hat w
as o
ne th
ing
you
enjo
yed
orth
at w
as e
asy
for
you?
Wha
t was
one
thin
g th
at w
as h
ard
to m
aste
r?W
hich
jour
nal e
ntry
is y
our
favo
rite
?
Aft
er s
elec
ting
five
item
s, s
tude
nts
took
the
port
folio
hom
e an
d sh
ared
thei
r se
lect
ions
with
thei
r pa
rent
s. A
sur
vey
for
the
pare
nts
was
incl
uded
in th
e po
rtfo
lio, a
nd th
esu
rvey
and
por
tfol
io w
ere
to b
e re
turn
ed
PAG
E 2
8
SUM
MA
RIE
S O
F ST
UD
IES
at th
e pa
rent
/teac
her
conf
eren
ce. T
his
proc
edur
e w
as f
ollo
wed
at t
he e
nd o
f ev
ery
quar
ter,
with
a s
econ
d su
rvey
giv
en a
t the
spri
ng c
onfe
renc
e.
Res
ults
:A
fter
see
ing
and
usin
g po
rtfo
lios
at th
ree
inte
rval
s du
ring
the
year
, nin
ety-
five
perc
ent o
f th
e pa
rent
s re
ques
ted
the
cont
inue
d us
e of
por
tfol
ios
at p
aren
t/te
ache
r co
nfer
ence
s an
d 41
% o
f th
ere
spon
dent
s fe
lt th
e po
rtfo
lios
incr
ease
dco
mm
unic
atio
n am
ong
stud
ents
, par
ents
,an
d th
e sc
hool
. Rep
orts
indi
cate
d th
ebi
gges
t inc
reas
es in
com
mun
icat
ion
invo
lved
sha
ring
info
rmat
ion
abou
tsu
cces
ses,
goo
d gr
ades
and
eve
nts
that
happ
ened
in c
lass
. Oth
er to
pics
that
wer
edi
scus
sed
mor
e fr
eque
ntly
with
the
use
ofpo
rtfo
lios
incl
uded
the
stud
ent's
leve
l of
unde
rsta
ndin
g, lo
w g
rade
s, a
nd p
robl
ems
with
ass
ignm
ents
.
In a
dditi
on to
this
res
earc
h pr
ojec
t, I
used
port
folio
s fo
r en
d-of
-sem
este
r as
sess
men
ts.
The
bio
logy
and
phy
sics
cla
sses
wer
e to
sele
ct a
por
tfol
io it
em to
exp
and
wha
t the
yha
d be
en le
arni
ng in
cla
ss; t
he p
ortf
olio
item
cou
nted
as
one-
four
th o
f th
eir
sem
este
r fi
nal.
The
phy
siol
ogy
clas
sse
lect
ed a
larg
er p
roje
ct w
hich
cou
nted
as
thei
r fi
nal.
Dur
ing
the
seco
nd s
emes
ter,
the
phys
iolo
gy c
lass
wor
ked
on a
por
tfol
ioite
m a
fter
eve
ry u
nit.
Eac
h ite
m w
asac
com
pani
ed b
y a
stud
ent s
elf-
refl
ectio
n on
the
wor
k.
Con
clus
ions
:Po
rtfo
lios
wer
e su
cces
sful
ass
essm
ent t
ools
for
clas
ses
with
a w
ide
rang
e of
stu
dent
abili
ties
and
inte
rest
s. W
hen
give
n a
choi
ce, s
tude
nts
chos
e to
do
a po
rtfo
lioin
stea
d of
a f
inal
exa
m. R
esou
rce
stud
ents
spen
t con
side
rabl
y m
ore
time
in p
repa
ring
thei
r po
rtfo
lios
than
they
did
in s
tudy
ing
for
a fi
nal.
Thi
s pr
ojec
t has
als
o in
itiat
ed o
ther
port
folio
pro
ject
s in
the
scho
ol. A
s a
resu
ltof
an
artic
le in
the
stud
ent n
ewsp
aper
, the
soci
al s
tudi
es te
ache
r ha
s st
arte
d us
ing
port
folio
s as
par
t of
his
asse
ssm
ent.
Plan
of
Act
ion:
At t
he e
nd o
f th
e ye
ar, s
tude
nts
sele
cted
five
item
s to
be
plac
ed in
a p
ortf
olio
. Eac
hite
m w
as a
ccom
pani
ed b
y a
stat
emen
tex
plai
ning
why
the
item
was
sel
ecte
d. T
his
Whe
n gi
ven
ach
oice
, stu
dent
sch
ose
to d
o a
port
folio
inst
ead
of a
fin
al e
xam
.
6G
PAG
E 2
9
67
Use
of
port
folio
sw
ill c
ontin
ue a
ndex
pand
in th
eot
her
scie
nce
clas
ses.
port
folio
will
fol
low
the
stud
ents
thro
ugh
thei
r ye
ars
at th
e sc
hool
and
will
be
upda
ted
annu
ally
.It
is h
oped
that
, ove
rtim
e, th
is w
ill g
ive
an a
dded
ass
essm
ent
of s
tude
nt p
rogr
ess
in s
cien
ce. P
ortf
olio
sw
ill c
ontin
ue to
rep
lace
the
fina
l exa
m in
phys
iolo
gy c
lass
. Dur
ing
the
next
yea
r,ru
bric
s w
ill b
e de
velo
ped
for
man
y of
the
CH
AN
GE
IN
AC
TIO
N
port
folio
cho
ices
so
that
stu
dent
s m
ay h
ave
a cl
ear
unde
rsta
ndin
g of
wha
t is
expe
cted
and
a hi
gh le
vel o
f qu
ality
can
be
mai
ntai
ned.
Use
of
port
folio
s w
ill c
ontin
uean
d ex
pand
in th
e ot
her
scie
nce
clas
ses.
It
is h
oped
that
in th
e fu
ture
, the
por
tfol
io w
illbe
dig
itize
d us
ing
a qu
ickt
ime
cam
era.
SUM
MA
RIE
S O
F Sn
JDIE
S
WH
AT
TY
PE O
F A
SSE
SSM
EN
T C
OM
MU
NIC
AT
ION
IS
MO
ST E
FFE
CT
IVE
/B
EN
EFI
CIA
L F
OR
PA
RE
NT
S?Pa
t Lot
spei
ch, S
ue A
dam
son,
and
Sue
Saa
lfel
dH
illri
se E
lem
enta
ryE
lkho
rn, N
ebra
ska
Prob
lem
:C
omm
unic
atio
n to
par
ents
abo
ut th
eir
child
ren'
s pr
ogre
ss c
an b
ecom
e an
over
whe
lmin
g ta
sk, a
nd w
ith a
var
iety
of
alte
rnat
ive
asse
ssm
ents
avai
labl
e,re
port
ing
prog
ress
is m
ore
com
plex
than
ever
befo
re.
Oft
enth
ere
isa
mis
unde
rsta
ndin
g or
a m
ispe
rcep
tion
ofth
e as
sess
men
t by
the
pare
nts
or s
tude
nts.
Pare
nts
seem
to b
e ov
erly
con
cern
ed a
bout
thei
r ch
ildre
n's
num
ber
grad
es. A
re th
eyin
tere
sted
inot
her
form
sof
com
mun
icat
ion?
Do
they
val
ue r
ecei
ving
thei
r ch
ildre
n's
self
-rep
orts
of
how
thei
rsc
hool
wor
k is
pro
gres
sing
, loo
king
at
wor
k sa
mpl
es, a
nd ta
lkin
g w
ith th
ete
ache
r? I
n pr
evio
us y
ears
, we
repo
rted
stud
ent p
rogr
ess
to p
aren
ts w
ith th
equ
arte
rly
repo
rt c
ard
and
two
pare
nt/
teac
her
conf
eren
ces.
The
rep
ort c
ard
used
a tr
aditi
onal
gra
ding
sys
tem
with
num
ber
grad
es in
dica
ting
prog
ress
. We
bega
n to
ques
tion
how
eff
ectiv
e w
e w
ere
inre
port
ing
child
ren'
s pr
ogre
ss. W
ere
the
num
ber
grad
es e
noug
h in
form
atio
n to
conv
ey a
n ac
cura
te u
ndrs
tand
ing
ofst
uden
t pro
gres
s?
We
won
dere
d w
hat t
ype
of a
sses
smen
tco
mm
unic
atio
n is
mos
t eff
ectiv
e an
dbe
nefi
cial
for
par
ents
.D
urin
g th
eN
ovem
ber
pare
nt/te
ache
r co
nfer
ence
, we
surv
eyed
par
ents
of
our
fift
h gr
ader
s,as
king
them
wha
t cur
rent
met
hods
of
com
mun
icat
ion
prov
ided
the
mos
tin
form
atio
n ab
out t
heir
chi
ld's
pro
gres
s.O
ur g
oal w
as to
fin
d ou
t wha
t typ
es o
fas
sess
men
ts w
ere
mos
t ben
efic
ial t
opa
rent
s: n
umbe
r gr
ades
, wor
k sa
mpl
es,
conv
ersa
tion
with
the
teac
hers
, wri
tten
com
men
ts, o
r ch
ild's
ref
lect
ion
on h
is/h
erpr
ogre
ss. F
orty
-tw
o pe
rcen
t of
the
pare
nts
resp
onde
d th
at th
ey p
refe
rred
num
ber
We
bega
n to
ques
tion
how
effe
ctiv
e w
e w
ere
in r
epor
ting
child
ren'
spr
ogre
ss.
7 0
7 fA
GE
31
Our
act
ion
plan
bega
n w
ith th
ebe
lief
that
par
t of
the
mis
-co
mm
unic
atio
nbe
twee
n sc
hool
and
pare
nts
was
due
to th
e la
ck o
fst
uden
tow
ners
hip
of th
ere
port
ing.
grad
es to
the
othe
r ch
oice
s gi
ven.
Bec
ause
a hi
gh p
erce
ntag
e of
the
resp
onse
s m
atch
edou
rcu
rren
tpr
actic
esof
pare
ntco
mm
unic
atio
n, n
o m
odif
icat
ions
wer
em
ade
in o
ur r
epor
ting
for
the
next
qua
rter
.T
he s
econ
d re
port
car
d an
d a
pare
nt s
urve
yw
ere
sent
out
in J
anua
ry. T
here
was
no
conf
eren
ce a
t thi
s tim
e. W
e w
ere
conf
iden
tab
out s
endi
ng th
is r
epor
t car
d ho
me
with
out
dire
ctpa
rent
-tea
cher
com
mun
icat
ion
beca
use
of th
e re
spon
ses
to th
e in
itial
sur
vey.
The
re w
ere
thre
equ
estio
ns o
n th
is s
econ
d su
rvey
foc
usin
gon
exp
ecta
tions
, gra
des,
and
any
thin
g th
atw
as u
ncle
ar. R
espo
nses
wer
e no
t wha
t we
expe
cted
. Par
ents
wer
e no
t hap
py ju
stse
eing
num
ber
grad
es. T
hey
resp
onde
dw
ith m
any
ques
tions
and
com
men
ts th
atth
ey w
ould
app
reci
ate
a ca
ll fr
om th
ete
ache
r. B
ecau
se o
f th
ese
resp
onse
s, w
ede
cide
d to
take
act
ion.
Stud
y:W
e be
gan
with
our
bel
ief
that
par
t of
the
mis
com
mun
icat
ion
betw
een
scho
ol a
ndpa
rent
s w
as d
ue to
the
lack
of
stud
ent
owne
rshi
p of
the
repo
rtin
g. O
ur p
lan
was
to a
llow
stu
dent
s to
bec
ome
mor
e in
volv
ed
CH
AN
GE
IN
AC
TIO
N
with
the
repo
rtin
g to
par
ents
thro
ugh
ava
riet
y of
met
hods
. We
bega
n by
sen
ding
a le
tter
hom
e ex
plai
ning
that
the
initi
alco
mm
unic
atio
n w
ould
be
a jo
urna
ling
activ
ity A
ll pa
rent
s si
gned
an
agre
emen
tto
sig
n an
d re
turn
thes
e jo
urna
ls e
ach
wee
k.W
hile
we
felt
the
jour
nalin
g w
as v
alua
ble,
by m
id-F
ebru
ary
the
stud
ents
wer
e ge
tting
bore
d w
ith it
. We
crea
ted
an "
I ca
n do
" gr
idan
d in
trod
uced
it in
Mar
ch. S
tude
nts
wer
eas
ked
to c
ompl
ete
thes
e st
atem
ents
inre
fere
nce
to th
eir
acad
emic
cla
sses
: "I
can
do...
; I a
m w
orki
ng o
n...;
I w
ant t
o le
arn
mor
e ab
out..
."
A d
iffe
rent
par
ent r
epor
ting
plan
was
use
din
soc
ial s
tudi
es, a
lso.
In M
arch
, eac
hst
uden
t had
the
oppo
rtun
ity to
be
invo
lved
in a
com
pact
ing
grou
p. F
or tw
o w
eeks
, the
stud
ents
acc
eler
ated
thro
ugh
the
assi
gned
chap
ter
and
then
par
ticip
ated
in a
ctiv
ities
that
enh
ance
d th
eir
stud
ies.
At t
heco
nclu
sion
of
the
unit,
stu
dent
s fi
lled
out
the
com
pact
ing
shee
t with
thei
r pa
rent
s.T
he s
heet
ask
ed s
tude
nts
to s
umm
ariz
eth
eir
activ
ities
and
to s
hare
info
rmat
ion
and
refl
ectio
n w
ith th
eir
pare
nts.
Stu
dent
s al
so
PAG
E 3
2
23
SUM
MA
RIE
S O
F ST
UD
IES
wer
e en
cour
aged
to f
acili
tate
the
spri
ngst
uden
t/par
ent/t
each
er c
onfe
renc
e.
In A
pril,
we
sent
our
last
par
ent s
urve
y. W
ere
stat
ed th
e ra
nk o
rder
ing
of f
ive
diff
eren
tty
pes
of r
epor
ting
syst
ems
that
wer
e as
ked
on th
e in
itial
sur
vey.
In
addi
tion,
we
aske
dfo
r pa
rent
opi
nion
of
the
addi
tiona
lco
mm
unic
atio
n ef
fort
s th
at h
ad b
een
enac
ted
the
last
two
mon
ths.
Thi
s su
rvey
indi
cate
d th
at o
ver
90%
of
the
pare
nts
favo
red
the
stud
ents
'in
crea
sed
part
icip
atio
n du
ring
the
past
qua
rter
,sa
ying
that
ital
low
ed f
or b
ette
rco
mm
unic
atio
n be
twee
n th
em a
nd th
eir
child
.
Con
clus
ions
:R
esul
ts in
dica
ted
that
the
impo
rtan
ce o
fnu
mbe
r gr
ades
had
dec
reas
ed f
rom
42%
to33
% f
or th
e pa
rent
s. W
hile
the
impo
rtan
ceof
talk
ing
with
the
teac
her
decr
ease
d fr
om33
% to
23%
, tha
t of
stud
ent r
efle
ctio
nin
crea
sed
from
3%
to 1
0%. I
t app
ears
that
whi
le n
umbe
r gr
ades
are
stil
l im
port
ant t
opa
rent
s, th
eir
child
ren'
s re
flec
tion
onpr
ogre
ss is
als
o im
port
ant.
Our
late
r pa
rent
sur
veys
indi
cate
d th
at o
urpr
oced
ures
wer
ea
cata
lyst
for
com
mun
icat
ion
betw
een
stud
ent a
ndpa
rent
.W
hen
stud
ents
wer
e m
ore
resp
onsi
ble
for
com
mun
icat
ion,
they
wer
em
ore
refl
ectiv
e ab
out t
heir
wor
k.
Whe
n st
uden
tsw
ere
mor
ere
spon
sibl
e fo
rco
mm
unic
atio
n,th
ey w
ere
mor
ere
flec
tive
abou
tth
eir
wor
k.
7 4
PAG
E 3
3
75
A s
urve
y of
45
univ
ersi
tyst
uden
ts m
ajor
ing
in e
lem
enta
ryed
ucat
ion
reve
aled
they
belie
ved
that
it is
not b
est p
ract
ice
for
elem
enta
ryst
uden
ts to
use
calc
ulat
ors,
CA
LC
UL
AT
OR
S IN
TH
E E
LE
ME
NT
AR
Y C
LA
SSR
OO
MJa
net S
tinem
anR
ando
lph
Ele
men
tary
Lin
coln
, Neb
rask
a
Prob
lem
:W
ill th
e se
lf-s
elec
ted
use
of c
alcu
lato
rsen
hanc
e ex
plor
atio
n an
d pr
omot
e se
lfco
nfid
ence
in m
athe
mat
ical
pro
blem
solv
ing
at g
rade
fiv
e? A
s a
fift
h-gr
ade
teac
her
and
a di
stri
ct le
ader
in th
eim
plem
enta
tion
of a
new
mat
h pr
ogra
mth
at p
rom
otes
stu
dent
use
of
the
Mat
hE
xplo
rer
calc
ulat
or, I
bel
ieve
d th
is w
as a
ques
tion
I w
ould
be
face
d w
ith f
rom
colle
ague
s an
d pa
rent
s. A
lthou
gh I
hav
ein
corp
orat
ed a
nd e
ncou
rage
dth
eap
prop
riat
e us
e of
cal
cula
tors
in m
ycl
assr
oom
, I f
elt I
wou
ld n
eed
curr
ent d
ata
colle
cted
fro
m a
nd a
bout
the
stud
ents
with
who
m th
ese
educ
ator
s an
d pa
rent
s w
ould
be r
elat
ing.
Stud
y:I
firs
t exa
min
ed e
xist
ing
info
rmat
ion
on th
eus
e of
cal
cula
tors
in th
e el
emen
tary
clas
sroo
m f
rom
the
Nat
iona
l Cou
ncil
ofT
each
ers
of M
athe
mat
ics
Cur
ricu
lum
and
CH
AN
GE
IN
AC
TIO
N
Eva
luat
ion
Stan
dard
s (1
989)
, edu
catio
nal
jour
nals
, cur
ricu
lum
boo
ks, r
esou
rce
book
sfo
r cl
assr
oom
teac
hers
, mat
hem
atic
sjo
urna
ls, d
istr
ict c
urri
culu
m c
onsu
ltant
san
d co
nfer
ence
pro
gram
s. T
he r
esea
rch
affi
rmed
my
belie
fs a
nd s
ugge
sted
way
s to
colle
ct e
vide
nce
to s
uppo
rt m
y be
liefs
.
Nex
t, I
asse
ssed
the
attit
udes
of
educ
ator
s,pa
rent
s an
d st
uden
ts o
n th
e us
e of
calc
ulat
ors
in e
lem
enta
ry c
lass
room
s.I
surv
eyed
fou
rth-
, fif
th-,
and
six
th-g
rade
teac
hers
. The
maj
ority
of
thes
e te
ache
rsha
d st
uden
ts u
se th
e ca
lcul
ator
onl
y fo
rch
ecki
ng w
ork
alre
ady
com
plet
ed. A
surv
ey o
f 45
uni
vers
ity s
tude
nts
maj
orin
gin
ele
men
tary
edu
catio
n re
veal
ed th
eybe
lieve
d th
at it
is n
ot b
est p
ract
ice
for
elem
enta
ry s
tude
nts
to u
se c
alcu
lato
rs,
alth
ough
they
use
d a
calc
ulat
or a
s th
eypa
rtic
ipat
ed in
han
ds-o
n le
sson
s fo
rel
emen
tary
stu
dent
s. T
he p
aren
t sur
vey
indi
cate
d th
at a
lthou
gh th
ey v
alue
the
use
of c
alcu
lato
rs f
or s
avin
g tim
e, th
ey d
o no
t
SUM
MA
RIE
S O
F ST
UD
IES
wan
t the
ir c
hild
ren
usin
g th
e ca
lcul
ator
for
sim
ilar
wor
k in
the
clas
sroo
m. P
aren
ts f
elt
stud
ents
sho
uld
lear
n ho
w to
use
calc
ulat
ors,
but
a m
ajor
ity f
elt s
tude
nts
shou
ld n
ot u
se a
cal
cula
tor
in m
ath
exce
ptto
che
ck th
e w
ork
they
had
alr
eady
don
e.
A s
urve
y of
100
fif
th-g
rade
stu
dent
s in
thre
e di
ffer
ent c
lass
room
set
tings
gav
e a
diff
eren
t vie
wpo
int.
A c
omm
on s
tate
men
tw
as, "
Why
sho
uld
we
lear
n to
use
the
calc
ulat
or if
we
cann
ot u
se it
to d
o m
ore
wor
k or
do
it be
tter.
Par
ents
do
not c
heck
thei
r w
ork
even
if th
ey d
o it
with
pen
cil
and
pape
r."
The
se c
lass
room
s ha
d a
Mat
hE
xplo
rer
calc
ulat
or a
vaila
ble
for
each
stud
ent,
to b
e us
ed a
s di
rect
ed b
y th
ete
ache
r. S
tude
nts
indi
cate
d th
at th
eir
mat
hem
atic
al s
ucce
ss is
enh
ance
d w
ith th
eus
e of
cal
cula
tors
. The
y sa
id th
at th
eir
pare
nts
do n
ot a
lway
s sh
are
this
atti
tude
nor
do th
eir
teac
hers
, sin
ce th
ey d
o no
tal
way
s ha
ve c
alcu
lato
rs a
vaila
ble
for
solv
ing
prob
lem
s.
As
a re
sult
of th
ese
surv
eys,
I d
ecid
ed to
prov
ide
oppo
rtun
ities
for
teac
hers
to a
sses
sst
uden
t wor
k at
pro
blem
sol
ving
. The
sete
ache
rs a
lso
had
the
oppo
rtun
ity to
rev
iew
the
com
men
ts m
ade
by s
tude
nts
on h
owth
e us
e of
the
calc
ulat
or a
ffec
ted
thei
rsu
cces
s an
d at
titud
e to
war
d ex
tend
edpr
oble
m-s
olvi
ng a
ctiv
ities
.I
prov
ided
oppo
rtun
ities
for
stu
dent
s an
d pa
rent
s to
wor
k to
geth
er to
sol
ve s
ome
prob
lem
sw
here
they
cou
ld c
hoos
e to
use
or
not u
seth
e ca
lcul
ator
. The
res
ults
wer
e va
ried
, but
over
all,
the
pare
nts
wer
e w
illin
g to
cons
ider
the
fact
that
a c
alcu
lato
r m
ade
itpo
ssib
le f
or th
e ch
ildre
n as
wel
l as
them
toso
lve
mor
e co
mpl
ex p
robl
ems,
cre
ate
new
prob
lem
-sol
ving
act
iviti
es, a
nd s
ave
time.
The
y w
ere
also
ple
ased
that
stu
dent
s ar
eta
ught
the
appr
opri
ate
use
of th
e ca
lcul
ator
.O
nce
pare
nts
unde
rsta
nd th
e ph
iloso
phy
behi
nd a
ppro
pria
te c
alcu
lato
r us
e an
dex
peri
ence
som
e of
the
lear
ning
act
iviti
es,
they
ree
valu
ate
thei
r st
and
on th
e is
sue:
The
re is
no
bette
r te
ache
r th
an e
xper
ienc
e.
Con
clus
ions
:In
agr
eem
ent w
ith m
y in
vest
igat
ion
ofot
her
rese
arch
, the
onl
y tr
ue o
bsta
cles
toth
e us
e of
cal
cula
tors
are
atti
tude
s an
dbe
liefs
. Thr
ough
out m
y pr
ojec
t, st
uden
tsw
ere
give
n pr
oble
m-s
olvi
ng a
ctiv
ities
to d
oin
var
ious
cla
ssro
oms.
Evi
denc
ed b
y
"Why
sho
uld
we
lear
n to
use
the
calc
ulat
or if
we
cann
ot u
se it
todo
mor
e w
ork
ordo
it b
ette
r.Pa
rent
s do
not
chec
k th
eir
wor
kev
en if
they
do
itw
ith p
enci
l and
pape
r."
The
onl
y tr
ueob
stac
les
to th
eus
e of
cal
cula
tors
are
attit
udes
and
belie
fs.
7879
PAG
E 3
5
Stud
ents
who
have
acc
ess
toca
lcul
ator
s on
are
gula
r ba
sis
dom
ore
prob
lem
solv
ing.
jour
nal e
ntri
es a
nd in
terv
iew
s w
ithst
uden
ts a
nd te
ache
rs, t
he s
tude
nts
did
mor
e pr
oble
m s
olvi
ng a
nd e
njoy
ed th
ech
alle
nge
of c
reat
ing
prob
lem
s of
thei
r ow
nif
cal
cula
tors
wer
e av
aila
ble
for
thei
r us
e.
The
res
earc
h an
d co
llect
ed d
ata
supp
ort t
heus
e of
cal
cula
tors
in th
efi
fth-
grad
ecl
assr
oom
. Stu
dent
s w
ho h
ave
acce
ss to
calc
ulat
ors
on a
reg
ular
bas
is d
o m
ore
prob
lem
sol
ving
. The
y en
joy
the
chal
leng
eof
usi
ng b
ig n
umbe
rs, w
orki
ng w
ithm
ultip
le f
unct
ions
, fin
ding
pat
tern
s an
dcr
eatin
g th
eir
own
prob
lem
s fo
r ot
hers
to
CH
AN
GE
IN
AC
TIO
N
solv
e. T
hose
stu
dent
s w
ho d
o no
t hav
eac
cess
to c
alcu
lato
rs d
o no
t tak
eth
ech
alle
nge
to s
olve
and
cre
ate
prob
lem
s th
atre
quir
e ex
tend
ed ti
me
and/
or le
ngth
y,ro
utin
e co
mpu
tatio
ns. T
his
is n
ot to
say
they
can
not o
r do
not
sol
ve p
robl
ems
with
penc
il-an
d-pa
per,
but
that
they
do
not
enjo
y th
e ex
peri
ence
s or
ext
end
thei
rle
arni
ng a
s of
ten
with
out c
alcu
lato
rs.
Stud
ents
who
dis
cove
r th
ey c
an m
eet t
hech
alle
nge
of p
robl
em s
olvi
ng d
evel
op s
elf
conf
iden
ce in
the
mat
hem
atic
s cl
assr
oom
.
PAG
E 3
68
0
SUM
MA
RIE
S O
F ST
UD
IES
SO W
HA
T'S
TH
E P
RO
BL
EM
?D
ot S
nesr
udO
sceo
la E
lem
enta
ryO
sceo
la, N
ebra
ska
Prob
lem
:So
oft
en m
y st
uden
ts c
an d
o th
e tr
aditi
onal
mat
h pr
oble
ms
with
the
basi
c op
erat
ions
,bu
t whe
n it
com
es to
app
lyin
g th
ose
skill
sin
a s
tory
pro
blem
, the
y fa
il m
iser
ably
. Ibe
gan
to s
earc
h fo
r a
reas
on w
hy th
ey c
ould
com
plet
e al
gori
thm
s w
ith s
eem
ingl
y lit
tledi
ffic
ulty
but
whe
n fa
ced
with
rea
l wor
ldap
plic
atio
ns, t
hey
wer
e un
sure
of
wha
t to
do. I
sus
pect
ed th
at th
ey w
eren
't as
cle
arab
out n
umbe
r co
ncep
ts a
s th
ey w
ere
with
the
step
s of
doi
ng a
num
ber
prob
lem
.I
sele
cted
som
e tr
aditi
onal
num
ber
prob
lem
san
d ha
d m
y st
uden
ts w
rite
sto
ry p
robl
ems
to m
atch
them
. Wer
e m
y ey
es o
pene
d! I
tbe
cam
e qu
ite c
lear
whi
ch s
tude
nts
unde
rsto
od th
e ba
sic
oper
atio
ns a
nd w
hich
stud
ents
wer
e sh
aky.
I w
as e
spec
ially
conc
erne
d w
ith f
our
stud
ents
who
str
uggl
ein
mat
h, b
ut I
bec
ame
awar
e of
som
ein
secu
ritie
s am
ong
even
som
e of
the
top
stud
ents
.
Ass
umpt
ions
:T
hose
who
like
mat
h ca
n do
sto
rypr
oble
ms,
sol
ving
them
as
wel
l as
wri
ting
a st
ory
prob
lem
to m
atch
anu
mbe
r se
nten
ce.
Whe
n st
uden
ts c
an w
rite
a s
tory
prob
lem
to m
atch
a n
umbe
rse
nten
ce, t
heir
atti
tude
abo
ut m
ath
beco
mes
mor
e po
sitiv
e.W
ritin
g st
ory
prob
lem
s to
mat
ch a
num
ber
sent
ence
is a
way
to a
sses
sm
athe
mat
ical
und
erst
andi
ng.
Stud
y:In
my
mat
h cl
ass,
at l
east
60%
of
clas
s tim
eis
spe
nt w
orki
ng o
n st
ory
prob
lem
s or
hand
s-on
act
iviti
es. A
ny ti
me
my
stud
ents
solv
e a
stor
y pr
oble
m/r
eal w
orld
pro
blem
,th
ey a
re r
equi
red
to w
rite
a n
umbe
rse
nten
ce to
sho
w th
eir
thin
king
.I
bega
nus
ing
the
"mat
ch a
num
ber
sent
ence
to a
Wer
e m
y ey
esop
ened
! It
beca
me
quite
cle
arw
hich
stu
dent
sun
ders
tood
the
basi
c op
erat
ions
and
whi
chst
uden
ts w
ere
shak
y.
82PA
GE
37
83
Skill
in w
ritin
gst
ory
prob
lem
sco
mes
pri
mar
ilyfr
om th
e cl
ass
disc
ussi
ons
of th
epr
oces
s, n
ot th
epr
oces
s its
elf.
stud
ent-
wri
tten
stor
y pr
oble
m"
befo
reC
hris
tmas
as
a fu
n w
ay to
rev
iew
add
ition
,su
btra
ctio
n, m
ultip
licat
ion
and
divi
sion
.T
he N
atio
nal C
ounc
il of
Tea
cher
s of
Mat
hem
atic
s C
urri
culu
m a
nd E
valu
atio
nSt
anda
rds
(NC
TM
, 198
9) s
tate
, "A
nin
fere
nce
abou
t lea
rnin
g is
a c
oncl
usio
nab
out a
stu
dent
's c
ogni
tive
proc
esse
s th
atca
nnot
be
obse
rved
dir
ectly
.T
heco
nclu
sion
has
to b
e ba
sed
inst
ead
on th
est
uden
t's p
erfo
rman
ce."
Thi
s st
atem
ent
help
ed m
e to
rea
lize
the
asse
ssm
ent
pote
ntia
l of
obse
rvin
g st
uden
ts w
hile
they
wer
e w
ritin
g st
ory
prob
lem
s.
I be
gan
with
a m
ath
attit
ude
surv
ey o
f th
est
uden
ts a
skin
g th
em to
rat
e th
eir
favo
rite
subj
ect i
n sc
hool
, to
com
plet
e th
e st
atem
ent
"Whe
n I
hear
the
wor
d m
ath,
I
imm
edia
tely
fee
l...,
" an
d to
rat
eth
emse
lves
on
the
cont
inuu
m li
ne b
etw
een
"I'm
not
goo
d at
mat
h" a
nd "
I'm g
ood
atm
ath.
"I
had
the
stud
ents
fill
out
an
attit
ude
surv
ey a
gain
in th
e m
iddl
e of
Febr
uary
and
aga
in ju
st a
fter
the
Apr
ilE
aste
r br
eak.
Som
e at
titud
es h
ad c
hang
ed.
Mos
t of
the
impr
ovem
ent i
n at
titud
e w
asfr
om th
ose
who
pre
viou
sly
had
scor
ed in
the
mid
dle
rang
e on
the
attit
ude
scal
e.
CH
AN
GE
IN
AC
TIO
N
Con
clus
ions
:St
uden
ts h
ad th
e m
ost d
iffi
culty
cre
atin
gac
cura
te s
tory
pro
blem
s fo
r di
visi
on a
ndfr
actio
ns. T
he d
ebat
ing
and
defe
ndin
g of
solu
tions
was
a le
arni
ng e
xper
ienc
e fo
r al
lof
us.
We
bega
n to
see
how
we
ofte
n us
eou
r ow
n ex
peri
ence
to in
terp
ret p
robl
ems.
We
also
beg
an to
see
that
ther
e w
ere
diff
eren
ces
in h
ow s
tude
nts
appr
oach
prob
lem
s. A
lthou
gh th
e pr
oble
ms
did
not
alw
ays
mat
ch th
e or
igin
al n
umbe
rse
nten
ce, m
y cl
ass
lear
ned
a lo
t fro
m th
eex
peri
ence
s.
Wri
ting
stor
y pr
oble
ms
to m
atch
num
ber
sent
ence
s is
a w
ay to
ass
ess
the
mas
tery
of
mat
hem
atic
al u
nder
stan
ding
. I h
ave
foun
dit
rem
arka
bly
insi
ghtf
ul.
I ha
ve le
arne
dm
ore
abou
t how
all
my
stud
ents
thin
k an
dap
proa
ch p
robl
ems.
I s
ee th
e im
port
ance
of d
etai
ls in
com
mun
icat
ion
and
the
exci
tem
ent w
hen
ther
e is
not
alw
ays
a"s
impl
e ri
ght o
r w
rong
" an
swer
.I
now
have
evi
denc
e th
at s
kill
in w
ritin
g st
ory
prob
lem
s co
mes
pri
mar
ily f
rom
the
clas
sdi
scus
sion
s of
the
proc
ess,
not
the
proc
ess
itsel
f.
PAG
E 3
8
848
5
SUM
MA
RIE
S O
F ST
UD
IES
TH
E R
EFL
EC
TIV
E D
ET
EC
TIV
ES'
MY
STE
RY
RaN
ae A
dam
s an
d Su
zann
e O
ldha
mFr
iend
Ele
men
tary
Frie
nd, N
ebra
ska
Mar
la W
eber
Exe
ter
Ele
men
tary
Exe
ter,
Neb
rask
a
Prob
lem
:A
fal
l out
door
edu
catio
n da
y w
ith a
nat
ure
them
e w
as a
sta
rtin
g po
int f
or o
ur c
once
rn.
Cou
ld w
e us
e jo
urna
ls to
ass
ess
the
lear
ning
in th
is k
ind
of a
ctiv
ity?
But
wha
tw
ere
we
look
ing
for
in a
jour
nal?
We
look
ed a
t the
res
ults
of
prev
ious
stu
dent
jour
nals
, rev
iew
ed a
rtic
les,
and
then
disc
usse
d an
d de
velo
ped
our
crite
ria
for
qual
ity jo
urna
ling
that
wou
ld a
pply
tova
riou
s cu
rric
ular
are
as a
nd a
ge g
roup
s.O
ur te
am d
eriv
ed f
ive
com
pone
nts
nece
ssar
y fo
r ef
fect
ive
jour
nalin
g:pr
epar
atio
n, e
xpla
natio
n, q
uest
ioni
ng,
eval
uatio
n, a
nd r
efle
ctio
n.
Ass
umpt
ions
:W
e ha
ve a
sha
red
belie
f in
lang
uage
and
liter
atur
e-ba
sed
lear
ning
thro
ugh
them
atic
units
. We
also
agr
ee o
utdo
or e
duca
tion
isan
exc
iting
way
to le
arn.
Stud
y:A
join
t eff
ort b
y Su
zann
e's
sixt
h-gr
ade
clas
s, w
ith th
e as
sist
ance
of
RaN
ae, t
hesp
ecia
l edu
catio
n te
ache
r, a
nd M
arla
'sth
ird-
grad
ers
culm
inat
ed in
an
outd
oor
educ
atio
n le
arni
ng e
xper
ienc
e ce
nter
edar
ound
a th
eme
of w
ater
. The
wat
ercu
rric
ulum
was
des
igne
d af
ter
our
part
icip
atio
n in
the
Sate
llite
Edu
catio
n an
dE
nvir
onm
enta
l Res
earc
h pr
ojec
t spo
nsor
edby
the
Neb
rask
a M
athe
mat
ics
and
Scie
nce
Initi
ativ
e. P
rior
to th
e ou
tdoo
r ex
peri
ence
,st
uden
ts in
the
Frie
nd E
lem
enta
ry s
ixth
-gr
ade
clas
s re
sear
ched
and
pre
pare
din
form
atio
nal r
epor
ts r
elat
ed to
the
lear
ning
sta
tions
for
the
upco
min
g ou
tdoo
rex
peri
ence
. The
y vi
deot
aped
this
"sn
eak
prev
iew
" an
d se
nt th
e ta
pe to
the
Exe
ter
thir
d-gr
ade
clas
s. T
he E
xete
r st
uden
tsre
turn
ed th
e vi
deo
with
que
stio
ns th
eyw
ante
d an
swer
ed d
urin
g th
e ev
ent.
8Gt
PAG
E 3
9
As
the
year
prog
ress
ed,
stud
ents
use
dm
ore
deta
iled
draw
ings
in th
eir
jour
nals
. Mor
eop
inio
ns w
ere
expr
esse
d, a
ndna
tura
l ref
lect
ion
and
eval
uatio
nbe
cam
ein
tert
win
ed in
the
jour
nals
.
A s
prin
g ou
tdoo
r ed
ucat
ion
day
with
aw
ater
them
e w
as th
e cu
lmin
atin
g ac
tivity
of o
ur jo
int e
ffor
ts. T
he s
tatio
ns a
t the
outd
oor
site
wer
e en
title
d W
ater
Won
ders
,H
ooke
d on
Wat
er a
nd F
ishi
ng, W
aves
or
Whi
teca
ps, Q
ualit
y W
ater
/Wat
er U
ses,
Sink
or
Floa
t, an
d O
rien
teer
ing.
Thi
rd-
grad
ers
jour
nale
d as
clo
sure
to th
eir
visi
tto
eac
h of
the
stat
ions
. The
y w
rote
,dr
ew,
reco
rded
the
conc
epts
they
lear
ned,
and
resp
onde
d to
eac
h st
atio
n. T
hey
self
-ev
alua
ted
thei
r jo
urna
ls u
sing
the
rubr
icth
ey h
ad c
reat
ed. F
rien
d's
sixt
h-gr
ader
sjo
urna
led
and
self
-eva
luat
ed th
eir
scie
nce
jour
nals
aft
er r
etur
ning
to th
e cl
ass.
Doe
s us
ing
a se
lf-e
valu
atio
n to
ol im
prov
ejo
urna
ling
perf
orm
ance
? W
e pr
actic
edjo
urna
ling
and
self
-eva
luat
ions
on
vari
ous
chap
ters
and
uni
ts th
at w
ere
taug
ht in
scie
nce
thro
ugho
ut th
e ye
ar. A
s th
est
uden
ts p
ract
iced
jour
nalin
g be
fore
the
outd
oor
activ
ity; w
e tr
ied
to a
ddre
ss a
reas
of c
once
rn.
Que
stio
ning
see
med
toch
alle
nge
the
stud
ents
the
mos
t. W
ede
velo
ped
an a
ctiv
ity th
at w
ould
enco
urag
e qu
estio
ning
as
ana
tura
l pro
cess
.W
ith s
tude
nt h
elp,
we
crea
ted
a ru
bric
toas
sist
us
in a
rtic
ulat
ing
our
crite
ria
for
good
CH
AN
GE
IN
AC
TIO
N
jour
nals
. Stu
dent
s lo
oked
for
thes
e cr
iteri
ain
thei
r ow
n jo
urna
ls, u
sing
a c
olor
cod
e to
deno
te e
vide
nce
of e
ach
of th
e cr
iteri
a. T
hese
lf-a
sses
smen
t too
l bec
ame
an o
rgan
izer
for
the
jour
nalin
g. T
his
self
-ass
essm
ent
activ
ity a
llow
ed s
tude
nts
mor
e co
ntro
l in
thei
r ev
alua
tions
. Som
e of
the
burd
en o
fre
teac
hing
and
red
oing
was
rem
oved
fro
mth
e te
ache
r an
d w
as p
lace
d on
the
stud
ent.
We
gath
ered
info
rmat
ion
from
the
stud
ents
abou
t the
ir a
ttitu
des
tow
ard
jour
nalin
g an
dth
e ac
tiviti
es o
n O
utdo
or E
duca
tion
Day
.
Con
clus
ions
:
As
the
year
pro
gres
sed,
stu
dent
s us
ed m
ore
deta
iled
draw
ings
in th
eir
jour
nals
. Mor
eop
inio
ns w
ere
expr
esse
d, a
nd n
atur
alre
flec
tion
and
eval
uatio
n be
cam
ein
tert
win
ed in
the
jour
nals
.In
man
yin
stan
ces,
stu
dent
s w
ould
mak
e an
expl
anat
ion
and
com
bine
that
with
eval
uativ
e th
inki
ng a
nd r
efle
ctio
n.
All
stud
ents
indi
cate
d a
very
pos
itive
resp
onse
tow
ard
lear
ning
abo
ut a
topi
cre
late
d to
thei
r en
viro
nmen
t.T
heov
erw
helm
ing
maj
ority
of
the
stud
ents
had
PAG
E 4
0
888
9
SUM
MA
RIE
S O
F ST
UD
IES
a ve
ry p
ositi
ve a
ttitu
de to
war
d th
e am
oim
tof
tim
e th
ey w
ere
give
n to
jour
nal.
Mos
tst
uden
ts e
xpre
ssed
that
they
wer
e m
ore
conf
iden
t in
thei
r en
d pr
oduc
t whe
n th
ey
self
-ass
esse
d th
eir
jour
nals
. Thi
s ty
pe o
fas
sess
men
t cre
ated
an
envi
ronm
ent o
fst
uden
t ow
ners
hip.
Stu
dent
s re
aliz
ed th
eyar
e ac
coun
tabl
e fo
r th
eir
lear
ning
.
Thi
s ty
pe o
fas
sess
men
tcr
eate
d an
envi
ronm
ent o
fst
uden
tow
ners
hip.
9091
PAG
E 4
1
CH
AN
GE
IN
AC
TIO
N
TH
E E
FFE
CT
IVE
NE
SS O
F PE
ER
ME
NT
OR
ING
IN
IM
PRO
VIN
GA
TT
ITU
DE
ST
OW
AR
D S
CIE
NC
E A
ND
AC
AD
EM
IC P
ER
FOR
MA
NC
ES
IN T
HE
SEC
ON
DA
RY
SC
IEN
CE
CL
ASS
RO
OM
Stev
e W
ard
Om
aha
Nor
th H
igh
Scho
olO
mah
a, N
ebra
ska
Prob
lem
:I
have
use
d co
oper
ativ
e le
arni
ng f
or th
epa
st s
ever
al y
ears
and
have
alw
ays
been
impr
esse
d w
ith it
s ab
ility
to d
ecre
ase
the
disp
arity
in p
erfo
rman
ce b
etw
een
high
and
low
leve
l lea
rner
s. M
y at
tem
pt w
as to
docu
men
t som
e ev
iden
ce th
at s
uppo
rts
the
effe
ctiv
enes
s of
usi
ng a
men
tor
to e
nhan
ceth
e pe
rfor
man
ce a
nd a
ttitu
de o
f sc
ienc
est
uden
ts.
Stud
y:In
this
stu
dy, f
our
high
-ach
ievi
ng s
tude
nts
(men
tors
) w
ere
mat
ched
with
fou
r lo
wac
hiev
ing
stud
ents
(m
ente
es).
The
stud
ents
wer
e so
phom
ores
in a
two-
year
scie
nce
prog
ram
inte
grat
ing
biol
ogy
and
chem
istr
y. S
tude
nts
agre
ed to
be
invo
lved
with
the
actio
n re
sear
ch. O
nly
hand
s-on
activ
ities
and
labo
rato
ries
wer
e us
ed a
sop
pose
d to
wri
tten
assi
gnm
ents
and
boo
k
wor
k. T
o as
sess
the
effe
ctiv
enes
s of
this
proc
edur
e, I
use
d pr
e/po
st s
cien
ceat
titud
esc
ales
and
pre
/pos
t aca
dem
ic p
erfo
rman
cem
easu
res.
Info
rmat
ion
also
was
col
lect
ed f
rom
jour
nal
entr
ies
of th
e st
uden
ts to
obt
ain
thei
rfe
elin
gs a
bout
wor
king
with
a m
ento
r/m
ente
e an
d th
eir
asse
ssm
ent o
f th
eir
prog
ress
dur
ing
the
activ
ities
.
In o
rder
to f
ind
out i
f pe
er m
ento
ring
had
a po
sitiv
e or
neg
ativ
e im
pact
on
thei
rat
titud
e an
d/or
per
form
ance
in th
ecl
assr
oom
, the
stu
dent
s w
ere
resp
onsi
ble
for:
com
plet
ion
of p
eer
men
tori
ng p
re-
and
post
-atti
tudi
nal s
urve
y;co
mpl
etio
n of
pos
t-ac
tivity
res
pons
esu
rvey
;
PAG
E 4
2
9293
SUIv
ilvIM
UE
S O
F ST
UD
IES
perf
orm
ance
of
activ
ities
acc
ordi
ngto
inst
ruct
ions
;co
mpl
etio
n of
the
attit
udin
alsu
rvey
s.
Res
ults
:T
o m
y di
smay
, I f
ound
that
impr
ovem
ent
in a
ttitu
des
tow
ard
scie
nce
cam
e fr
om th
em
ento
rs e
ven
mor
e th
an th
e m
ente
es. T
hey
freq
uent
ly e
xpre
ssed
com
men
ts w
ith th
eth
eme,
"I
felt
like
a te
ache
r."
The
men
tors
cont
inue
d w
ith e
xcel
lent
aca
dem
icpe
rfor
man
ce.
The
men
tees
sho
wed
incr
ease
d in
tere
st le
vels
by
sim
ply
bein
gon
task
and
res
pond
ing
posi
tivel
y on
thei
rsu
rvey
s. T
he lo
w-l
evel
lear
ners
com
plet
edm
ore
labs
and
act
iviti
es c
ompa
red
topr
evio
us q
uart
ers.
Bef
ore
the
pair
ing
of s
tude
nts,
men
tors
expr
esse
d co
mm
ents
that
incl
uded
the
follo
win
g:
I do
n't k
now
if I
will
be
a go
odm
ento
r.
I ho
pe th
at h
e do
es h
is s
hare
.It
sho
uld
be a
goo
d ex
peri
ence
.M
aybe
it w
ill h
elp
me
unde
rsta
ndth
e m
ento
r th
ings
a li
ttle
bette
r by
wor
king
with
a p
erso
n w
hose
bra
inw
orks
dif
fere
ntly
than
min
e.
The
men
tees
com
men
ted:
I th
ink
it w
ill b
e gr
eat.
If I
don
't do
my
job
duri
ng a
pro
ject
, the
n it
will
hurt
my
part
ner's
gra
de a
nd I
don
'tw
ant t
o do
that
.I
hope
it h
elps
me
pass
this
cou
rse.
I've
alw
ays
suck
ed in
sci
ence
cla
ss.
Aft
er th
e pr
ojec
t, m
ento
rs c
omm
ente
d:
I fe
lt lik
e a
teac
her.
I ha
d be
tter
unde
rsta
ndin
g w
hen
Iha
d to
exp
lain
.I
unde
rsto
od a
bout
incr
easi
ngsu
rfac
e ar
ea b
ut I
str
uggl
ed to
expl
ain
it to
my
part
ner.
The
men
tees
com
men
ted:
Was
n't o
ur b
roch
ure
swee
t! I
sur
ew
ish
I ha
d a
com
pute
r at
hom
e.I'm
get
ting
bette
r gr
ades
but
I'm
not
sure
if it
's b
ecau
se o
f m
y w
ork
orm
y pa
rtne
r's w
ork.
Impr
ovem
ent i
nat
titud
es to
war
dsc
ienc
e ca
me
from
the
men
tors
eve
nm
ore
than
the
men
tees
.
9 4
95PA
GE
43
I th
ough
t I s
crew
ed u
p ag
ain
and
my
part
ner
coul
dn't
even
hel
p m
e.T
hen
we
figu
red
out I
was
goi
ng to
grow
a b
unch
and
it m
ade
sens
e.T
hat w
as c
ool.
Con
clus
ions
:A
lthou
gh p
eer
men
tori
ng c
an h
ave
apo
sitiv
e ef
fect
on
both
the
men
tor
and
the
men
tee,
it s
eem
ed to
be
mor
e si
gnif
ican
tfo
r th
e m
ento
r th
an th
e m
ente
e. I
que
stio
nw
heth
er it
was
the
extr
a at
tent
ion
mor
eth
an th
e pa
rtic
ular
str
uctu
re th
at c
ause
d th
ein
crea
se in
inte
rest
and
per
form
ance
.
CH
AN
GE
IN
AC
TIO
N
Plan
of
actio
n:W
hat w
ould
I c
hang
e th
e ne
xt ti
me
I do
this
? I
wou
ld d
ocum
ent t
he le
arni
ng a
ndat
titud
es m
ore
freq
uent
ly a
nd in
stan
tly. I
wou
ld f
ocus
mor
e on
the
posi
tive
effe
cts
tow
ard
the
men
tor
rath
er th
an th
e m
ente
ean
d w
ould
sel
ect m
ore
stud
ents
fro
mw
hom
to c
olle
ct d
ata.
I w
ould
allo
w m
ore
time
for
stud
ents
to r
efle
ct o
n th
eir
prog
ress
or r
egre
ssio
ns.
PAG
E 4
4
SU
MM
AR
IES
OF
ST
UD
IES
DO
ES
CO
OPE
RA
TIV
E G
RO
UPI
NG
IN
MA
TH
HE
LP
BO
TH
HIG
H A
ND
LO
WA
CH
IEV
ER
S?D
aphn
e B
laus
erSa
rato
ga E
lem
enta
ryL
inco
ln, N
ebra
ska
Prob
lem
:O
ur n
ew m
ath
prog
ram
use
s m
ore
man
ipul
ativ
esth
anth
epr
evio
uscu
rric
ulum
. I n
otic
ed th
at s
tude
nts
wer
em
ore
invo
lved
with
man
ipul
ativ
es a
nd th
atth
ose
tool
s le
nt th
emse
lves
to m
ore
grou
pw
ork.
I fe
lt ch
alle
nged
to k
eep
high
achi
ever
s in
tere
sted
whi
le s
low
ing
dow
nfo
r lo
w-f
unct
ioni
ng s
tude
nts.
Stud
y:M
y qu
estio
n w
as, "
Doe
s co
oper
ativ
egr
oupi
ng in
mat
h he
lp b
oth
high
and
low
achi
ever
s?"
I co
nduc
ted
this
res
earc
h in
my
clas
sroo
m o
f th
irty
-six
fir
st g
rade
rs.
The
pop
ulat
ion
was
mos
tly f
rom
sin
gle
pare
nt o
r st
ep-p
aren
t fam
ilies
with
hig
hm
obili
ty. M
y cl
ass
had
a va
riet
y of
abi
litie
sw
ith s
ever
al h
igh
to s
ever
al s
peci
aled
ucat
ion
and
som
e C
hapt
er 1
stu
dent
s.T
he C
hapt
er 1
pro
gram
ass
ists
stu
dent
s
who
are
at l
east
one
gra
de le
vel b
elow
the
norm
in r
eadi
ng a
nd m
ath
achi
evem
ent.
Sinc
e m
y re
sear
ch w
as in
vest
igat
ing
coop
erat
ive
mat
h le
arni
ng, I
rev
iew
edlit
erat
ure
on c
oope
rativ
e le
arni
ng.
Aut
hors
Joh
nson
and
Joh
nson
sai
dco
oper
ativ
e le
arni
ng w
as n
ot
just
sitt
ing
side
by
side
;di
scus
sing
ass
ignm
ents
toge
ther
and
doin
g it
alon
e;do
ing
task
s al
one
with
inst
ruct
ions
that
the
firs
t one
don
e w
ill h
elp
the
slow
er w
orke
rs;
shar
ing
mat
eria
ls b
efor
e a
com
petit
ive
test
.
Ess
entia
lly, c
oope
rativ
e le
arni
ng is
assi
gnin
g a
grou
p go
al s
uch
as p
rodu
cing
a si
ngle
pro
duct
. The
teac
her
esta
blis
hes
9 3
PAG
E 4
5
9 3
One
dif
ficu
lty I
enco
unte
red
was
find
ing
clea
rly
defi
ned
and
sim
ple
mat
hob
ject
ives
that
the
stud
ents
cou
ldac
com
plis
hw
ithou
t my
cons
tant
sup
port
and
inte
rven
tion.
a gr
oup
goal
and
a c
rite
rion
-ref
eren
ced
eval
uatio
n sy
stem
.
I co
ntin
ued
usin
g th
e m
ath
guid
e fo
r ou
rcu
rric
ulum
, but
I a
dapt
ed le
sson
s to
usi
ngpa
irs
or g
roup
s w
hene
ver
poss
ible
. I h
adto
spe
nd s
ome
time
teac
hing
my
stud
ents
abou
t coo
pera
tion.
I ob
tain
ed d
ata
in th
e fo
llow
ing
way
s:
The
med
ia s
peci
alis
t vid
eota
ped
ase
ssio
n an
d I
vide
otap
ed s
ever
alot
her
clas
s se
ssio
ns;
Ano
ther
teac
her
obse
rved
sev
eral
mat
h se
ssio
ns a
nd c
omm
ente
d on
grou
p dy
nam
ics
and
inte
ract
ions
on
a fo
rm g
lean
ed f
rom
a b
ook
onco
oper
ativ
e le
arni
ng b
y Jo
hnso
nan
d Jo
hnso
n;I
wro
te m
y ow
n ob
serv
atio
ns a
ndre
flec
tions
of
mat
h se
ssio
ns;
Stud
ents
com
plet
ed in
divi
dual
stud
ent a
ttitu
de s
urve
ys to
ass
ess
self
-est
eem
;I
cond
ucte
d in
form
al a
nd f
orm
alev
alua
tions
of
stud
ents
' mat
hco
ncep
ts.
CH
AN
GE
IN
AC
TIO
N
One
dif
ficu
lty I
enc
ount
ered
was
fin
ding
clea
rly
defi
ned
and
sim
ple
mat
h ob
ject
ives
that
the
stud
ents
cou
ld a
ccom
plis
h w
ithou
tm
y co
nsta
nt s
uppo
rt a
nd in
terv
entio
n. O
fal
l the
dat
a co
llect
ed, I
fou
nd th
e pe
rcep
tion
surv
eys
the
mos
t int
eres
ting
and
usef
ul.
Res
ults
and
Con
clus
ions
:T
here
wer
e a
num
ber
of p
ositi
ve c
hang
esfr
om u
sing
coo
pera
tive
lear
ning
gro
ups
inm
ath: e
The
re w
as m
ore
"on
task
" be
havi
orin
dica
ted
by th
e ob
serv
atio
ns b
y th
eou
tsid
e te
ache
r. S
he c
omm
ente
d,"S
ever
al s
tude
nts
wer
e of
f-ta
skw
hen
on th
e ru
g lis
teni
ng to
dire
ctio
ns; i
n sm
all g
roup
s, s
tude
nts
kept
wor
king
eve
n w
hen
one
stud
ent m
isbe
have
d."
I af
firm
edth
is o
bser
vatio
n af
ter
I vi
ewed
the
vide
otap
es.
The
re s
eem
ed to
be
high
erac
hiev
emen
t sho
wn
by b
oth
the
form
al a
nd in
form
al e
valu
atio
ns o
fm
ath
conc
epts
. A m
ajor
ity o
f th
est
uden
ts, i
nclu
ding
thos
e ra
nkin
g in
the
low
est q
uart
ile f
rom
pre
viou
ste
sts,
ach
ieve
d be
tter
than
wou
ld b
e
PAG
E 4
6
100
10.1
SUM
MA
RIE
S O
F SI
UD
IES
expe
cted
. Som
e ac
hiev
emen
t may
be a
ttrib
uted
to th
e hi
gher
use
of
man
ipul
ativ
es to
teac
h ob
ject
ives
,bu
t a c
ompa
riso
n of
last
yea
r's c
lass
of s
imila
r st
uden
ts to
this
yea
r'ssh
owed
bet
ter
achi
evem
ent w
ithco
oper
ativ
e gr
oupi
ngs.
Ano
ther
cha
nge
seem
ed to
be
mor
epo
sitiv
e pe
rcep
tions
of
mat
h an
dsc
hool
. A p
erce
ptio
n su
rvey
was
give
n or
ally
to s
tude
nts.
The
yan
swer
ed s
tate
men
ts w
ith "
alw
ays
true
, som
etim
es tr
ue, a
nd n
ever
true
." F
irst
gra
ders
had
dif
ficu
ltyw
ith th
ese
resp
onse
s. T
here
fore
, Iga
ve th
e st
uden
ts a
noth
er s
urve
yfo
cusi
ng o
n pe
er r
elat
ions
with
aye
s/no
for
mat
for
the
follo
win
g fi
vequ
estio
ns:
I th
ink
aski
ng o
ther
kid
s ab
out m
ath
help
s m
e le
arn
mat
h be
tter.
I fe
el g
ood
abou
t hel
ping
oth
ers
with
pro
blem
s.
I tr
y to
wor
k w
ith o
ther
stu
dent
s on
num
ber
task
s so
we
can
help
eac
hot
her.
I as
ked
the
stud
ents
two
othe
r qu
estio
ns,
as w
ell: Onl
y sm
art k
ids
ask
ques
tions
.I
don'
t lik
e to
ask
for
hel
p.
As
I an
alyz
ed th
e su
rvey
s an
d gr
oupe
dqu
estio
ns in
to th
ree
area
s (p
eer
rela
tions
,sc
hool
per
cept
ions
and
sel
f co
ncep
t), I
note
d th
at s
tude
nts
seem
ed to
ans
wer
posi
tivel
y to
thos
e st
atem
ents
that
ref
lect
edpo
sitiv
e in
tera
ctin
g be
havi
ors
such
as
"Ius
ually
kno
w w
hen
peop
le n
eed
help
and
wha
t kin
d of
hel
p to
giv
e."
On
a qu
estio
nas
king
abo
ut th
eir
feel
ing
good
abo
uthe
lpin
g ot
hers
, all
stud
ents
ans
wer
ed y
es.
On
a qu
estio
n ab
out h
elpi
ng o
ther
s in
turn
help
ing
them
lear
n be
tter,
all
exce
pt o
nean
swer
ed y
es.
10,2
,10
3PA
GE
47
CH
AN
GE
IN
AC
TIO
N
DO
ES
CO
MPU
TE
R I
NT
EG
RA
TIO
N I
N T
HE
SC
IEN
CE
CU
RR
ICU
LU
M L
EA
DT
O I
MPR
OV
ED
AC
AD
EM
IC A
CH
IEV
EM
EN
T?
Tom
Geh
ring
er a
nd E
lain
e W
estb
rook
Om
aha
Nor
th H
igh
Scho
olO
mah
a, N
ebra
ska
Stud
y:T
his
inve
stig
atio
n ex
amin
ed w
heth
er th
ein
tegr
atio
n of
com
pute
r te
chno
logy
enha
nced
the
acad
emic
ach
ieve
men
t of
nine
stu
dent
s in
our
tent
h gr
ade
inte
grat
edsc
ienc
e cl
ass.
The
stu
dent
s w
ere
sele
cted
by th
eir
SAT
sco
res
take
n in
the
nint
hgr
ade.
The
nin
e st
uden
ts w
ere
plac
ed in
thre
e ac
adem
ic g
roup
s: h
igh,
med
ium
, and
low
sco
res.
Ele
ven
tech
nolo
gy a
pplic
atio
nsw
ere
used
with
the
targ
et s
tude
nts.
Aft
er s
elec
ting
the
nine
stu
dent
s fr
om th
eir
SAT
sco
res,
we
bega
n cr
eatin
g a
pers
onal
data
base
on
each
stu
dent
. A c
ouns
elor
chec
ked
the
scho
ol r
ecor
ds o
f ea
ch p
erso
n.T
heir
pre
viou
s gr
ades
in s
cien
ce w
ere
reco
rded
for
the
seve
nth,
eig
hth
and
nint
hgr
ades
. Ind
ivid
ual s
tude
nt p
rofi
les
also
incl
uded
info
rmat
ion
abou
t the
stu
dent
'sat
tend
ance
, par
ticip
atio
n in
ext
racu
rric
ular
activ
ities
, par
t-tim
e em
ploy
men
t and
expo
sure
to c
ompu
ter
tech
nolo
gy, n
ot o
nly
in th
e sc
hool
env
iron
men
t, bu
t als
o in
the
hom
e. S
tude
nt r
ecor
ds w
ere
chec
ked
to s
eew
hich
juni
or h
igh
they
atte
nded
and
if th
atfa
cilit
yha
dad
vanc
edco
mpu
ter
tech
nolo
gy. A
que
stio
nnai
re w
as g
iven
toth
e st
uden
ts to
fin
d ou
t if
they
had
acc
ess
to c
ompu
ters
in th
eir
hom
es a
nd if
so,
wha
tty
pe. A
sur
vey
was
adm
inis
tere
d to
eac
hof
the
nine
stu
dent
s to
ass
ess
thre
e th
ings
:co
mpu
ter
conf
iden
ce, a
nxie
ty, a
nd li
king
.T
his
inst
rum
ent
allo
wed
usto
quan
titat
ivel
y ev
alua
te e
ach
stud
ent's
degr
ee o
f co
mfo
rt w
hen
wor
king
with
tech
nolo
gy.
Stud
ents
wer
e al
low
ed to
res
pond
to th
eco
mpu
ter
expe
rien
ces
in a
var
iety
of
way
s.So
met
imes
they
wer
e as
ked
to jo
urna
l and
resp
ond
to o
pen-
ende
d qu
estio
ns. T
hey
PAG
E 4
8
104
105
SUM
MA
RIE
S O
F ST
UD
IES
wer
e as
ked
to r
espo
nd to
spe
cifi
cs a
bout
the
tech
nolo
gy. I
n so
me
of th
e te
chno
logy
labs
, stu
dent
s w
orke
d in
divi
dual
ly, a
nd in
othe
rs th
ey w
orke
d co
oper
ativ
ely.
Con
clus
ions
:D
ata
show
ed li
ttle
or n
o im
prov
emen
t of
acad
emic
gra
des
for
the
nine
stu
dent
s w
est
udie
d af
ter
they
use
d th
e co
mpu
ter
tech
nolo
gy.
How
ever
, som
e ot
her
inte
rest
ing
patte
rns
did
emer
ge. T
hose
patte
rns
appe
ared
to b
e af
fect
ed b
yst
uden
ts' a
cces
s to
com
pute
rs, b
oth
atho
me
and
at s
choo
l. So
me
stud
ents
like
dst
ruct
ure;
oth
ers
pref
erre
d to
exp
lore
on
thei
r ow
n.W
hen
lear
ning
a n
ewap
plic
atio
n, s
tude
nts
pref
erre
d a
tuto
rial
befo
re u
sing
the
appl
icat
ion.
The
y w
ante
dto
wor
k in
pai
rs, n
ot in
divi
dual
ly. T
hey
enjo
yed
sim
ulat
ions
and
imag
es a
ndth
ough
t lea
rnin
g w
as e
nhan
ced
by th
eir
use.
All
stat
ed th
at th
ey li
ked
wor
king
with
the
tech
nolo
gy.
Plan
of
Act
ion:
We
know
that
the
cons
iste
nt w
ay in
whi
chte
xtbo
oks
are
orga
nize
d he
lps
stud
ents
use
book
s ef
fect
ivel
y. N
ow w
e ne
ed to
stu
dyho
w to
hel
p st
uden
ts le
arn
whe
n us
ing
com
pute
r ap
plic
atio
ns. O
ur s
tudy
indi
cate
d st
uden
ts n
eed
time
to le
arn
com
pute
r ap
plic
atio
ns a
nd n
eed
to r
ecei
veco
nsis
tent
, rep
eate
d ex
posu
re b
efor
ele
arni
ng c
an b
e en
hanc
ed b
y te
chno
logy
.It
is c
lear
that
the
use
of h
igh-
tech
appl
icat
ions
like
com
pute
r si
mul
atio
ns,
visu
aliz
atio
ns, a
nd v
irtu
al r
ealit
y pr
ogra
ms
need
to b
e ex
plor
ed m
ore
fully
so
that
rese
arch
ers
can
unde
rsta
nd h
ow s
tude
nts
lear
n be
st w
hen
usin
g te
chno
logy
. Som
epo
ssib
le q
uest
ions
for
exp
lora
tion
incl
ude:
Wha
t pre
sent
atio
n m
ode
is b
est r
ecei
ved
by s
tude
nts?
Wha
t gro
upin
g at
the
com
pute
r is
mos
t con
duci
ve f
or o
ptim
alle
arni
ng?
Wha
t pre
sent
atio
n se
quen
cehe
lps
stud
ents
lear
n?
The
stu
dent
sen
joye
dsi
mul
atio
ns a
ndim
ages
and
thou
ght l
earn
ing
was
enh
ance
d by
thei
r us
e.
107
PAG
E 4
9
106
WH
O K
NO
WS?
A S
TU
DY
OF
SEL
F-A
SSE
SSM
EN
TD
onna
Tro
ut a
nd J
acki
e T
hom
asO
mah
a B
ryan
Hig
h Sc
hool
Om
aha,
Neb
rask
a
Prob
lem
:St
uden
ts s
eem
to h
ave
little
sen
se o
fre
spon
sibi
lity
for
thei
r le
arni
ng. W
ew
onde
red
if h
elpi
ng th
em b
ecom
e be
tter
self
-ass
esso
rs w
ould
hel
p th
em a
ccep
tre
spon
sibi
lity
and
impr
ove
thei
r st
udy
skill
s, e
vent
ually
impr
ovin
g th
eir
lear
ning
in m
athe
mat
ics.
Stud
y:O
ur q
uest
ion
evol
ved
into
, "C
an th
e us
eof
sel
f-as
sess
men
t act
iviti
es h
elp
stud
ents
beco
me
bette
r, m
ore
resp
onsi
ble
lear
ners
?"T
his
proj
ect c
onsi
sted
of
four
sel
f-as
sess
men
t act
iviti
es u
sed
in o
ur A
lgeb
ra1-
2, H
onor
s A
lgeb
ra 1
-2, G
eom
etry
, and
Pre-
Cal
culu
s/T
rigo
nom
etry
cla
sses
. The
sew
ere
wee
kly
self
-ass
essm
ents
gen
erat
ed b
yth
e te
ache
rs a
nd in
clud
ed n
oteb
ook
chec
klis
ts, e
xpla
natio
ns o
f te
st e
rror
s,jo
urna
l ent
ries
, and
gro
up a
sses
smen
ts.
The
y w
ere
give
n to
all
stud
ents
beg
inni
ngin
the
seco
nd te
rm o
f th
e sc
hool
yea
r. A
fter
CH
AN
GE
IN
AC
TIO
N
appr
oxim
atel
y ni
ne w
eeks
, stu
dent
s w
ere
give
n a
fold
er w
ith a
ll th
eir
wee
kly
self
-as
sess
men
ts a
nd a
sked
to c
hoos
e th
e on
eth
ey li
ked
leas
t and
the
one
they
like
d be
stan
d ex
plai
n w
hy. T
he f
ollo
win
g w
eek,
they
wer
e as
ked
to w
ork
in th
eir
grou
ps o
f fo
urto
cre
ate
a "b
ette
r" s
elf-
asse
ssm
ent t
ool.
The
y w
ere
told
it s
houl
d do
the
follo
win
gth
ings
: 1)
allo
w th
em to
ref
lect
on
the
wor
kth
ey h
ad d
one
that
wee
k an
d id
entif
y th
eir
stre
ngth
s an
d w
eakn
esse
s; 2
) gi
ve th
ete
ache
r so
me
feed
back
on
how
they
wer
edo
ing
with
the
mat
eria
l and
fee
ling
abou
tth
e cl
ass;
and
3)
be e
asily
com
plet
ed in
5-7
min
utes
.St
uden
t-ge
nera
ted
self
-as
sess
men
ts w
ere
used
for
the
rem
aind
erof
the
term
.
Not
eboo
k ch
eckl
ists
wer
e us
ed a
ndde
velo
ped
thro
ugh
five
sta
ges.
At t
hebe
ginn
ing
of th
e te
rm, s
tude
nts
in A
lgeb
ra1-
2 an
d G
eom
etry
wer
e gi
ven
teac
her
chec
klis
ts w
hen
they
fin
ishe
d a
chap
ter
and
109
SUM
MA
RIE
S O
F ST
UD
IES
note
book
s w
ere
due
for
a gr
ade.
In
the
seco
nd s
tage
of
this
act
ivity
, we
adde
d a
colu
mn
for
the
stud
ent t
o gr
ade
his/
her
own
wor
k be
fore
turn
ing
the
note
book
info
r th
e te
ache
r to
cor
rect
. In
stag
e 3,
we
adde
d a
thir
d co
lum
n so
that
stu
dent
sch
ecke
d th
eir
own
note
book
and
then
chec
ked
thei
r pa
rtne
r's n
oteb
ook
befo
retu
rnin
g it
in f
or th
e te
ache
r to
gra
de. I
n th
efo
urth
sta
ge, t
he c
lass
cre
ated
the
note
book
chec
klis
t tog
ethe
r as
they
wor
ked
thro
ugh
the
chap
ter.
In
stag
e 5,
eac
h st
uden
t was
in c
harg
e of
cre
atin
g hi
s/he
r ow
n ch
eckl
ist
as p
art o
f th
e no
tebo
ok g
rade
.
From
the
begi
nnin
g of
the
term
, all
stud
ents
had
done
cor
rect
ions
on
test
s.T
hose
stud
ents
in p
reca
lcul
us /t
rigo
nom
etry
had
been
req
uire
d to
wri
te th
e co
rrec
t sol
utio
n,id
entif
y th
eir
erro
r as
"co
ncep
tual
" or
"pro
cedu
ral,"
and
wri
te a
n ex
plan
atio
n of
thei
r er
ror
and
how
that
dif
fere
d fr
om th
eco
rrec
t sol
utio
n.St
uden
ts r
ecei
ved
ase
para
te g
rade
on
thes
e co
rrec
tions
toen
sure
thei
r ta
king
this
act
ivity
ser
ious
ly.
The
se s
tude
nts
also
wer
e as
ked
to w
rite
inth
eir
jour
nals
imm
edia
tely
aft
er ta
king
the
test
ans
wer
ing
thes
e qu
estio
ns:
1.W
hat g
rade
do
you
thin
k yo
u w
illre
ceiv
e?
2.W
hat t
wo
ques
tions
do
you
thin
kyo
u di
d w
ell o
n?
3.W
hat t
wo
ques
tions
do
you
thin
kyo
u ha
d tr
oubl
e w
ith?
The
nex
t day
, stu
dent
s w
ere
aske
d to
revi
ew th
eir
jour
nal e
ntry
and
com
pare
itw
ith th
e re
sults
of
the
test
.
Gro
up a
sses
smen
ts w
ere
usef
ul s
ince
bot
hof
us
use
coop
erat
ive
grou
ps o
f fo
urst
uden
ts o
n a
regu
lar
basi
s. E
ach
time
thos
e gr
oups
wer
e re
arra
nged
, a g
roup
asse
ssm
ent w
as a
dmin
iste
red
afte
r th
e fi
rst
grou
p ac
tivity
. Oth
er g
roup
ass
essm
ents
wer
e ad
min
iste
red
as e
ach
teac
her
felt
ane
ed to
eva
luat
e ei
ther
par
ticul
ar g
roup
com
bina
tions
that
nee
ded
furt
her
assi
stan
ce in
wor
king
toge
ther
or
a ne
edto
rei
nfor
ce a
par
ticul
ar s
ocia
l ski
ll fo
r a
part
icul
ar c
lass
. The
pur
pose
was
tore
min
d st
uden
ts th
at th
ey n
eed
to b
eco
nsta
ntly
aw
are
of h
ow th
ey a
repe
rfor
min
g in
any
situ
atio
n an
d th
at b
eing
succ
essf
ul in
one
set
ting
does
not
gua
rant
ee
The
nex
t day
,st
uden
ts w
ere
aske
d to
rev
iew
thei
r jo
urna
len
try
and
com
pare
it w
ithth
e re
sults
of
the
test
.
1 1
1PA
GE
51
1 0
Perh
aps
we
have
plan
ted
a se
edth
at w
ill b
ear
itsfu
ll fr
uits
in th
efu
ture
.
succ
ess
in a
noth
er s
ettin
g. S
omet
imes
adju
stm
ents
nee
d to
be
mad
e in
atti
tude
sto
ass
ure
optim
al p
erfo
rman
ce w
hen
othe
rst
uden
ts a
re d
irec
tly in
volv
ed.
To
stud
y th
e ef
fect
s th
ese
self
-ass
essm
ents
had
on s
tude
nts,
a b
asel
ine
attit
ude
surv
eyw
as a
dmin
iste
red
to s
tude
nts
at th
ebe
ginn
ing
and
the
end
of th
e te
rm. A
vera
gete
st s
core
s an
d no
tebo
ok s
core
s w
ere
com
pare
d w
hene
ver
com
para
ble
betw
een
Ter
m1(
with
out s
elf-
asse
ssm
ent a
ctiv
ities
)an
d T
erm
2 (
with
sel
f-as
sess
men
tac
tiviti
es).
A s
tude
nt q
uest
ionn
aire
was
adm
inis
tere
d fo
ur m
onth
s in
to th
eac
tiviti
es to
det
erm
ine
stud
ent p
erce
ptio
nsof
the
valu
e of
thes
e ac
tiviti
es. S
tude
nts
wer
e as
ked
to c
ompi
le a
list
of
thin
gs th
eydo
to im
prov
e th
eir
own
mot
ivat
ion
and
do th
eir
best
in th
eir
mat
h cl
ass.
The
y w
ere
also
ask
ed to
jour
nal o
n th
ese
two
ques
tions
: "W
ho h
as th
e m
ost c
ontr
ol o
ver
your
gra
de?
Exp
lain
why
." a
nd "
Who
has
the
mos
t con
trol
ove
r yo
ur le
arni
ng?
Exp
lain
why
."
Con
clus
ions
:T
he a
ttitu
de s
urve
y ad
min
iste
red
at th
ebe
ginn
ing
and
end
of e
ach
term
pro
vide
d
CH
AN
GE
IN
AC
TIO
N
little
info
rmat
ion.
Mos
t of
the
data
was
fair
ly c
lose
for
bot
h te
rms.
The
refo
re, w
ech
ose
to d
raw
no
conc
lusi
ons
from
the
attit
ude
surv
ey. W
e di
d, h
owev
er, f
ind
that
of th
e si
x cl
asse
s in
volv
ed in
sel
f-as
sess
men
t, fi
ve s
how
ed h
ighe
r re
sults
inco
rrec
tly c
orre
latin
g th
eir
perc
eptio
n of
mat
h ab
ility
to th
eir
grad
es. T
he o
ne c
lass
that
did
not
sho
w h
ighe
r re
sults
had
ava
riet
y of
ext
enua
ting
circ
umst
ance
s.
The
com
pari
son
of n
oteb
ook
and
test
sco
res
betw
een
the
two
term
s on
ce a
gain
did
not
yiel
d st
rong
evi
denc
e. N
oteb
ook
grad
este
nded
to b
e m
ore
cons
iste
nt a
nd s
light
lyhi
gher
with
the
use
of s
elf-
asse
ssm
ent
tech
niqu
es. T
est s
core
res
ults
pro
ved
posi
tive
in s
ome
clas
ses,
neu
tral
in o
ther
s.A
t lea
st w
e kn
ow th
at th
e se
lf-a
sses
smen
tac
tiviti
es d
id n
ot n
egat
ivel
y af
fect
stu
dent
s.W
e be
lieve
thes
e re
sults
wou
ld b
e st
udie
dbe
st o
ver
a lo
nger
per
iod
of ti
me.
Per
haps
we
have
pla
nted
a s
eed
that
will
bea
r its
full
frui
ts in
the
futu
re.
The
fee
dbac
k w
e re
ceiv
ed f
rom
the
stud
ents
see
ms
to b
e ou
r st
rong
est s
ourc
eof
info
rmat
ion.
We
dist
ribu
ted
aqu
estio
nnai
re th
ree
mon
ths
into
the
proj
ect.
PAG
E52
112
113
SUM
MA
RIE
S O
F ST
UD
IES
We
wer
e pl
easa
ntly
sur
pris
ed, s
ince
we
had
hear
d so
me
com
plai
nts
abou
t fill
ing
out
our
wee
kly
asse
ssm
ents
. Whe
n as
ked
how
they
thou
ght t
hey
wou
ld h
ave
perf
orm
edin
the
clas
s w
ithou
t doi
ng s
elf-
asse
ssm
ents
,on
ly s
ix o
ut o
f 10
6 st
uden
ts (
abou
t 6%
) fe
ltth
ey w
ould
hav
e do
ne b
ette
r. N
one
ofth
ose
stud
ents
was
in th
e pr
ecal
culu
scl
asse
s, le
adin
g us
to b
elie
ve th
at th
ese
stud
ents
are
mor
e m
atur
e. O
nly
18 o
f 10
6st
uden
ts (
abou
t 17%
) fe
lt th
ey w
ould
hav
edo
ne w
orse
. Whe
n qu
estio
ned
abou
t the
four
sel
f-as
sess
men
t act
iviti
es th
ey h
addo
ne, s
tude
nts
resp
onde
d fa
vora
bly
for
all
cate
gori
esw
ith m
any
thou
ghtf
ulco
mm
ents
. The
mos
t exc
iting
res
ult w
asth
at m
any
stud
ents
fel
t tha
t the
act
iviti
eshe
lped
them
bec
ome
mor
e re
spon
sibl
e fo
rth
eir
lear
ning
and
gav
e th
em id
eas
on h
owth
ey c
ould
impr
ove.
The
se r
esul
ts w
ere
conf
irm
ed w
hen
we
aske
d ou
r st
uden
ts to
jour
nal a
fter
the
fina
l atti
tude
sur
vey
abou
tw
ho h
ad th
e m
ost c
ontr
ol o
ver
thei
r gr
ade
and
thei
r le
arni
ng. O
verw
helm
ingl
y,st
uden
ts a
ccep
ted
resp
onsi
bilit
y fo
r bo
thth
eir
grad
es a
nd th
eir
lear
ning
!
Furt
her
supp
ort f
or o
ur c
oncl
usio
n ca
me
whe
n w
e as
ked
grou
ps to
mak
e a
list o
f
thin
gs th
ey c
ould
do
to m
otiv
ate
them
selv
es to
do
thei
r be
st in
mat
h cl
ass.
Thi
s ac
tivity
was
con
duct
ed b
oth
term
s.Fi
rst t
erm
stu
dent
s w
orke
d fo
r a
long
tim
ean
d m
any
grou
ps tu
rned
in th
eir
shee
tsw
ith f
ewer
than
the
ten
activ
ities
req
uest
ed.
Seco
nd te
rm s
tude
nts
com
plet
ed th
eir
task
in a
muc
h sh
orte
r tim
e, h
ad b
ette
r an
swer
s,an
d al
l gro
ups
had
the
ten
activ
ities
requ
este
d. S
ome
grou
ps in
dica
ted
they
had
limite
d th
eir
answ
ers
to th
e be
st te
n.
Ove
rall,
we
feel
thes
e ac
tiviti
es a
re o
fsi
gnif
ican
ce in
the
ques
t to
help
our
stud
ents
bec
ome
mor
e re
spon
sibl
e fo
r th
eir
own
lear
ning
whi
ch w
ill e
nabl
e th
em to
beco
me
life-
long
lear
ners
. Ref
erri
ng to
the
quot
e w
e us
ed to
ope
n ou
r pr
esen
tatio
n,w
e ho
pe to
cou
nt e
ach
stud
ent a
mon
gth
ose
who
"kn
ows
that
he
know
s."
Plan
of
Act
ion:
We
belie
ve th
at s
elf-
asse
ssm
ent m
ust b
e an
inte
gral
par
t of
ever
y st
uden
t's e
duca
tion.
It is
a b
asis
for
our
goa
l of
crea
ting
life-
long
lear
ners
. Tow
ard
this
end
, we
inte
nd to
inco
rpor
ate
the
follo
win
g ite
ms
into
our
curr
icul
um o
n a
regu
lar
basi
s:
Ove
rwhe
lmin
gly,
stud
ents
acc
epte
dre
spon
sibi
lity
for
both
thei
r gr
ades
and
thei
rle
arni
ng!
We
hope
to c
ount
each
stu
dent
amon
g th
ose
who
"kno
ws
that
he
know
s."
114
115
PAG
E 5
3
Self
-ass
essm
ent
mus
t be
anin
tegr
al p
art o
fev
ery
stud
ent's
educ
atio
n.
wee
kly
self
-ass
essm
ent f
orm
s th
atth
e st
uden
ts h
ave
an o
ppor
tuni
ty to
devi
se;
note
book
che
cklis
ts in
alg
ebra
and
geom
etry
that
stu
dent
s w
illev
entu
ally
cre
ate
on th
eir
own;
corr
ectio
n of
mis
take
s on
test
s.St
uden
ts w
ill b
e re
quir
ed to
giv
e th
eco
rrec
t sol
utio
ns a
nd w
rite
a b
rief
para
grap
h ab
out t
he k
inds
of
erro
rs
CH
AN
GE
IN
AC
TIO
N
mad
e on
the
test
. In
prec
alcu
lus/
trig
onom
etry
, stu
dent
s w
ill c
ontin
ueto
wri
te a
cri
tical
ana
lysi
s of
eac
hpr
oble
m a
nd a
n ex
plan
atio
n of
the
corr
ect p
roce
ss;
grou
p as
sess
men
t at l
east
onc
e as
new
gro
ups
are
form
ed o
r as
need
ed.
PAG
E 5
4
117
SUM
MA
RIE
S O
F ST
UD
IES
INC
RE
ASI
NG
CO
MPR
EH
EN
SIO
N L
EV
EL
S A
ND
IM
PRO
VIN
G S
CO
RE
S O
NSC
IEN
CE
TE
STS
Ron
Bill
ings
Val
entin
e M
iddl
e Sc
hool
Val
entin
e, N
ebra
ska
Prob
lem
:T
he p
urpo
se o
f th
is s
tudy
was
to im
prov
est
uden
t com
preh
ensi
on le
vels
and
rai
sesc
ienc
e te
st s
core
s fo
r te
sted
obj
ectiv
es.
Eac
h sc
ienc
e cu
rric
ulum
has
its
own
test
s,bu
t it d
oes
not u
sual
ly p
rovi
de m
etho
ds to
incr
ease
com
preh
ensi
on o
r w
ays
toim
prov
e te
st s
core
s. O
ther
res
ourc
es I
rea
din
dica
ted
stud
ents
nee
d to
kno
w w
hat i
t is
they
mus
t lea
rn, l
ess
mat
eria
l mea
ns m
ore
likel
ihoo
d of
suc
cess
, and
stu
dent
part
icip
atio
n in
sel
ectin
g th
e m
etho
d of
eval
uatio
n co
uld
impr
ove
perf
orm
ance
leve
ls. M
y re
sear
ch f
ocus
ed o
n th
ese
idea
s.
Stud
y:T
he r
esea
rch
bega
n by
hav
ing
54 s
even
thgr
ade
stud
ents
take
two
stan
dard
curr
icul
um te
sts
follo
win
g co
mpl
etio
n of
the
units
.I
then
sel
ecte
d si
x st
uden
t
volu
ntee
rs f
rom
the
clas
s. T
he v
olun
teer
grou
p co
nsis
ted
of th
ree
girl
s an
d th
ree
boys
. One
boy
and
one
gir
l per
form
ed v
ery
wel
l on
the
firs
t tw
o te
sts.
One
boy
and
one
girl
per
form
ed m
oder
atel
y w
ell o
n th
efi
rst t
wo
test
s. T
he la
st p
air
of s
tude
nts
had
very
littl
e su
cces
s on
the
firs
t tw
o te
sts.
TM
sgr
oup
of s
tude
nts
and
I m
et a
nd d
iscu
ssed
obje
ctiv
es to
be
test
ed. I
sol
icite
d th
eir
idea
sab
out h
ow e
ach
obje
ctiv
e ne
eded
to b
ete
sted
.I
then
con
stru
cted
the
next
test
base
d on
the
grou
p's
sugg
estio
ns.
Atta
ched
to e
ach
test
was
a s
epar
ate
form
for
com
men
ts f
rom
all
stud
ents
con
cern
ing
how
they
fel
t abo
ut th
e te
st a
nd f
or a
nysu
gges
tions
they
mig
ht h
ave
to im
prov
eth
e te
sts.
I al
so v
isite
d in
divi
dual
ly w
ithst
uden
ts w
ho h
ad f
aile
d te
sts
and
aske
d fo
rth
eir
com
men
ts c
once
rnin
g w
hy th
ey h
adfa
iled
and
aske
d w
hat c
ould
hav
e be
en
118
119
PAG
E 5
5
Stud
ent
part
icip
atio
n is
impo
rtan
tbe
caus
e it
may
give
the
stud
ents
a se
nse
ofow
ners
hip
in th
epr
oces
s.
done
to m
ake
the
test
eas
ier
for
them
.I
cons
ider
ed th
e st
uden
t com
men
ts w
hen
cons
truc
ting
futu
re te
sts.
I co
nfer
red
with
stu
dent
s fo
r ea
ch o
f th
ene
xt f
our
test
s. T
he n
umbe
r of
test
edob
ject
ives
dec
reas
ed in
eac
h of
thos
e te
sts.
I th
en a
dmin
iste
red
thre
e te
sts
that
I h
adco
nstr
ucte
d w
ithou
t stu
dent
inpu
t. T
henu
mbe
r of
obj
ectiv
es te
sted
var
ied
on e
ach
of th
ese
test
s. T
he o
bjec
tives
that
wer
e to
be te
sted
wer
e gi
ven
to a
ll st
uden
ts a
t the
begi
nnin
g of
all
test
s. F
ollo
win
g ea
ch te
st,
I ca
lcul
ated
ove
rall
perc
enta
ge f
or th
een
tire
clas
s by
usi
ng th
e nu
mbe
r of
cor
rect
resp
onse
s an
d th
e to
tal n
umbe
r of
pos
sibl
ere
spon
ses.
I us
ed B
loom
's T
axon
omy
togu
ide
me
in s
elec
ting
ques
tions
that
test
edco
mpr
ehen
sion
.I
mea
sure
d th
eco
mpr
ehen
sion
leve
ls f
or th
ose
spec
ific
com
preh
ensi
on q
uest
ions
.
Res
ults
:T
he r
esul
ts in
dica
ted
that
whe
n fe
wer
obje
ctiv
esw
ere
test
ed,
bette
rco
mpr
ehen
sion
leve
ls a
nd im
prov
ed s
core
s
CH
AN
GE
IN
AC
TIO
N
occu
rred
. Whe
n st
uden
t par
ticip
atio
n in
the
proc
ess
ende
d, b
oth
com
preh
ensi
onle
vels
and
sco
res
decl
ined
. I th
ink
stud
ent
part
icip
atio
n is
impo
rtan
t bec
ause
it m
aygi
ve th
e st
uden
ts a
sen
se o
f ow
ners
hip
inth
e pr
oces
s.I
also
bec
ame
a be
tter
test
mak
er. T
here
wer
e ot
her
resu
lts th
atbe
cam
e m
ore
evid
ent d
urin
g th
e pr
oces
s:M
y ra
ppor
t with
stu
dent
s im
prov
ed, s
elf
este
em f
or m
any
stud
ents
impr
oved
, and
faili
ng s
tude
nts
beca
me
mor
e aw
are
ofre
ason
s th
ey f
aile
d te
sts.
Plan
of
Act
ion:
The
res
ults
of
my
stud
y w
ill h
elp
me
in th
efu
ture
.I
belie
veI
can
impr
ove
com
preh
ensi
on le
vels
for
my
stud
ents
and
help
them
ach
ieve
mor
e su
cces
s w
hich
intu
rn w
ill p
rovi
de th
em w
ith im
prov
ed s
elf
este
em.
PAG
E 5
6
120
SUM
MA
RIE
S O
F ST
UD
IES
A C
ON
STR
UC
TIV
E A
ND
ME
TA
CO
GN
ITIV
E A
PPR
OA
CH
TO
TE
AC
HIN
GA
ND
ASS
ESS
ING
ST
UD
EN
TS
TO
IM
PRO
VE
AL
L S
TU
DE
NT
S'A
CH
IEV
EM
EN
T I
N A
N I
NT
EG
RA
TE
D S
CIE
NC
E C
LA
SSG
inge
r H
awhe
e an
d D
eird
ra R
oche
lleO
mah
a N
orth
Hig
h Sc
hool
Om
aha,
Neb
rask
a
Stud
y:D
urin
g th
e 19
95-1
996
scho
ol y
ear,
we
mad
ea
met
hod
and
cont
ent t
rans
ition
in o
ur h
igh
scho
ol b
iolo
gy-c
hem
istr
y in
tegr
ated
clas
ses.
Ane
w s
cien
ce u
nit w
as d
evel
oped
:"W
hat's
Up
Doc
? T
he P
oliti
cs o
f D
isea
se."
Thi
s un
it sh
ifte
d fr
om te
ache
r-ba
sed
curr
icul
um to
stu
dent
-bas
ed c
urri
culu
mw
ritte
n ar
ound
stu
dent
s' p
rior
kno
wle
dge
whi
ch d
rove
the
dire
ctio
n of
the
cont
ent.
Thi
s th
emat
ic u
nit i
nclu
ded
activ
ities
that
wer
e ha
nds-
on, p
roce
ss-o
rien
ted,
stu
dent
driv
en, a
nd r
elev
ant.
Our
ass
essm
ent
chan
ged
from
trad
ition
al te
stin
g an
dpr
esen
ting
to o
pen-
ende
d pr
ojec
ts, l
abs,
and
prod
ucts
. Gro
up a
nd s
elf-
asse
ssm
ents
wer
e in
corp
orat
ed o
n a
cons
iste
nt b
asis
.W
e be
gan
colle
ctin
g da
ta in
the
fall
of 1
995
and
cont
inue
d to
col
lect
dat
a th
roug
hM
arch
of
1996
.
Tea
cher
tran
scri
pts,
com
plet
ed b
y a
colle
ague
on
ten
diff
eren
t occ
asio
ns,
prov
ided
cru
cial
insi
ght t
o th
e cl
assr
oom
activ
ities
and
atm
osph
ere.
The
setr
ansc
ript
s de
scri
bed
activ
ities
and
reco
rded
con
vers
atio
n w
ithin
the
cont
ext
of th
e ac
tiviti
es.
Dat
a w
ere
also
col
lect
ed f
rom
stu
dent
sel
f-ev
alua
tions
, stu
dent
jour
nals
, and
ast
uden
tsu
rvey
.T
he s
elf-
eval
uatio
npr
ovid
ed s
tude
nts
a ch
ance
to a
sses
sth
emse
lves
dur
ing
clas
s ac
tiviti
es a
ndpr
ompt
ed s
tude
nts
to th
ink
abou
t wha
tth
ey a
ccom
plis
hed
in c
lass
eve
ry w
eek
ortw
o.It
als
oga
veth
em a
voi
ce in
the
dire
ctio
n of
thei
r le
arni
ng. T
hese
sel
f-as
sess
men
ts w
ere
take
n ve
ry s
erio
usly
by
stud
ents
and
teac
hers
; gra
des
wer
e po
sted
from
thei
r w
eekl
y se
lf-a
sses
smen
ts. G
roup
122
123
PAG
E 5
7
Res
ults
and
com
mon
jour
nal
them
es f
rom
the
clas
sroo
mac
tiviti
esin
dica
ted
that
stud
ents
wer
em
ore
inve
sted
inth
e ac
tiviti
es th
atth
ey c
ould
con
trol
and
man
ipul
ate.
eval
uatio
ns w
ere
give
n to
stu
dent
s on
ly a
few
tim
es, a
nd th
eref
ore
did
not p
rovi
de a
good
sou
rce
of d
ata.
How
ever
, we
foun
dgr
oup
asse
ssm
ents
wer
e va
luab
le in
two
way
s: th
ey p
rovi
ded
a go
od v
ehic
le to
use
for
asse
ssm
ent,
part
icul
arly
dur
ing
coop
erat
ive
lear
ning
labs
and
act
iviti
es,
and
they
allo
wed
us
to o
bser
ve a
ndco
mpa
re s
elf-
asse
ssm
ent t
o gr
oup
asse
ssm
ents
.
Res
ults
:G
rade
s im
prov
ed f
rom
fir
st s
emes
ter
tose
cond
sem
este
r.C
omm
on jo
urna
lre
mar
ks in
clud
ed p
ositi
ve s
tate
men
tsab
out t
he u
nit.
Gro
up m
embe
rs b
ecam
em
ore
com
mun
icat
ive.
Stud
ent
resp
onsi
bilit
y an
d in
itiat
ive
impr
oved
as
evid
ence
d by
exp
ress
ed p
ositi
ve a
ttitu
des,
grad
es, s
elf-
asse
ssm
ent r
espo
nses
and
qual
ity o
f pr
ojec
t.
Seve
ral t
hem
es e
mer
ged
from
our
colle
ague
's tr
ansc
ript
s. D
urin
g te
ache
r-di
rect
ed a
ctiv
ities
, stu
dent
s te
nded
to s
how
bore
dom
aft
er s
ome
time
and
irre
leva
ntco
mm
unic
atio
n oc
curr
ed. T
heir
lack
of
inte
rest
and
mot
ivat
ion
did
not e
xhib
it th
ety
pe o
f cl
assr
oom
we
wan
ted.
Inv
olve
men
t
CH
AN
GE
IN
AC
TIO
N
in th
eir
own
lear
ning
app
eare
d m
inim
alan
d on
ly s
peci
fic
stud
ents
fun
ctio
ned
wel
l.D
urin
g st
uden
t-dr
iven
act
iviti
es, s
tude
nts
show
edim
prov
edin
volv
emen
t;co
nver
satio
ns w
ere
enlig
hten
ing
and
com
fort
able
.It
app
eare
d th
at s
tude
ntex
plor
atio
n oc
curr
ed m
ore
ofte
n.
Stud
ents
pro
ved
that
they
cou
ld b
e ho
nest
in a
sel
f-as
sess
men
t eva
luat
ion.
In
fact
, it
beca
me
clea
r th
at s
ome
stud
ents
wer
eha
rder
on
them
selv
es th
an w
e te
ache
rsw
ere.
Ove
rall,
sel
f-as
sess
ing
appe
ared
tobe
a p
ositi
ve e
valu
atio
n in
the
Inte
grat
edSc
ienc
e 3-
4 cl
ass.
It a
ppea
red
that
whe
nst
uden
ts w
ere
give
n a
self
-ass
essm
ent v
s.a
grou
p as
sess
men
t, th
ey w
ere
mor
ein
vest
ed in
thei
r ow
n "t
rue"
eva
luat
ions
and
less
foc
used
on
othe
rs in
thei
r gr
oup.
The
y ap
pear
ed le
ss h
ones
t in
thei
ras
sess
men
t on
grou
p ev
alua
tions
.
Res
ults
and
com
mon
jour
nal t
hem
es f
rom
the
clas
sroo
m a
ctiv
ities
indi
cate
d th
atst
uden
ts w
ere
mor
e in
vest
ed in
the
activ
ities
that
they
cou
ld c
ontr
ol a
ndm
anip
ulat
e. T
he A
IDS
sim
ulat
ion
lab,
the
"Unk
now
n E
xped
ition
" la
b, a
nd th
eE
colo
gica
l Boo
k W
ritin
g ac
tivity
allo
wed
PAG
E 5
8
124
SUM
MA
RIE
S O
F ST
UD
IES
for
this
. Stu
dent
s in
dica
ted
the
impa
ct th
atit
had
on th
em p
erso
nally
and
how
itaf
fect
ed th
eir
own
lives
in p
ositi
ve te
rms.
The
"D
ance
of
the
Plan
ets"
com
pute
rsi
mul
atio
n w
as m
ore
fact
-fill
ed th
an th
ela
tter
two
activ
ities
and
was
alr
eady
set
up
for
stud
ents
to a
cces
s. C
omm
ents
on
this
activ
ity in
clud
ed th
e ne
ed f
or m
ore
time
to e
xplo
re a
nd m
anip
ulat
e th
e pr
ogra
m in
orde
r to
gain
bet
ter
insi
ght a
ndin
form
atio
n. S
tude
nts
did
not e
njoy
it a
sm
uch
as th
e pr
evio
usly
men
tione
d la
bs.
Plan
of
Act
ion:
Inte
grat
ed S
cien
ce 3
-4 f
or te
nth
grad
ers
will
be c
ontin
ued
at th
is h
igh
scho
ol. G
rant
mon
ey w
ill s
uppo
rt c
urri
culu
m w
ritin
g fo
rth
e su
mm
er o
f 19
96 to
impr
ove
the
them
atic
uni
ts in
the
cour
se. C
onst
ruct
ive
met
hods
will
con
tinue
to d
rive
the
clas
s.C
oope
rativ
e st
uden
t lea
rnin
g an
dco
llabo
rativ
e te
ache
r pa
rtic
ipat
ion
will
cont
inue
at t
his
high
sch
ool t
hrou
ghou
t the
new
yea
r. A
ltern
ativ
e an
d im
prov
edst
uden
t ass
essm
ents
will
be
used
and
mod
ifie
d ac
cord
ing
to s
tude
nt s
ugge
stio
ns.
Blo
ck s
ched
ulin
g w
ill e
nhan
ce o
ur s
cien
cecu
rric
ulum
and
pro
vide
a c
ontin
uous
posi
tive
atm
osph
ere
and
envi
ronm
ent f
orst
uden
t lea
rnin
g, p
artic
ular
ly in
the
Inte
grat
ed S
cien
ce c
urri
culu
m.
12G
iiAG
E 5
9
CH
AN
GE
IN
AC
TIO
N
TH
E S
EE
R W
AT
ER
PR
OJE
CT
:A
CO
LL
AB
OR
AT
IVE
AC
TIO
N R
ESE
AR
CH
PE
RSP
EC
TIV
E O
N L
AN
GU
AG
EA
ND
LE
AR
NIN
G I
N S
CIE
NC
EK
athy
ryn
A. A
hern
Uni
vers
ity o
f N
ebra
ska-
Lin
coln
Prob
lem
:T
he c
onne
ctio
ns b
etw
een
and
amon
g th
esc
ienc
es a
nd la
ngua
ge a
rts
seem
rip
e fo
rex
plor
atio
n. I
nter
disc
iplin
ary
them
atic
teac
hing
add
ress
es th
ese
conn
ectio
ns, b
utth
e pr
oces
s of
dev
elop
ing
it is
stil
l vag
uean
d ne
eds
furt
her
expl
orat
ion.
The
Sat
ellit
e E
duca
tion
and
Env
iron
men
tal
Res
earc
h (S
EE
R)
Wat
er P
roje
ct o
ffer
edpa
rtic
ipat
ing
teac
hers
a "
supe
rmar
ket"
of
curr
icul
um d
evel
opm
ent a
ltern
ativ
es. T
hepr
ojec
t inc
lude
d 94
teac
hers
who
met
wee
kly
at 1
3 si
tes
loca
ted
acro
ss N
ebra
ska
duri
ng th
e fa
ll 19
95 s
emes
ter.
Mos
t of
the
sate
llite
dow
nlin
k si
tes
wer
e lo
cate
d in
the
scho
ols
of p
artic
ipat
ing
teac
hers
;co
llabo
ratio
n am
ong
teac
hers
was
str
ongl
yen
cour
aged
. The
sm
alle
st s
ite g
roup
had
two
mem
bers
, whi
le la
rger
site
gro
ups
had
up to
12
mem
bers
. The
cou
rse
was
prep
ared
by a
nin
terd
isci
plin
ary
colla
bora
tive
team
of
univ
ersi
ty p
rofe
ssor
s,re
sear
cher
s, g
radu
ate
stud
ents
and
hig
hsc
hool
teac
hers
.
The
pur
pose
of
this
stu
dy w
as to
exa
min
eth
e ex
peri
ence
s an
d co
ncer
ns o
f te
ache
rsde
velo
ping
and
impl
emen
ting
anin
terd
isci
plin
ary
them
atic
teac
hing
uni
t.T
he u
nit i
nvol
ved
cond
uctin
g sc
ient
ific
rese
arch
in w
hich
teac
hers
did
the
follo
win
g: id
entif
y w
ater
exp
erts
and
for
mpa
rtne
rshi
ps in
ord
er to
iden
tify
and
stud
ylo
cal o
r re
gion
al w
ater
issu
es; c
onsu
ltna
tiona
l sta
ndar
ds a
nd N
ebra
ska
Stat
eFr
amew
orks
; and
dev
elop
mul
ticul
tura
lac
tiviti
es c
ente
red
on th
e th
eme
of w
ater
.T
each
ers
wer
e en
cour
aged
to u
se n
itrat
ete
st k
its, f
ecal
col
ifor
m te
st k
its, a
ndco
mpu
ter
tech
nolo
gy in
clud
ing
elec
tron
icm
ail,
Inte
rnet
or
Wor
ldw
ide
Web
to
PAG
E 6
012
8i:
129
SUIv
IMA
RIE
S O
F ST
UD
IES
inno
vativ
ely
enga
ge th
eir
stud
ents
.I
soug
ht to
und
erst
and
issu
es in
volv
ed in
the
deve
lopm
ent o
f th
emat
ic in
terd
isci
plin
ary
scie
nce
rese
arch
cur
ricu
lum
am
ong
teac
hers
who
par
ticip
ated
in th
is s
cien
cecu
rric
ulum
dev
elop
men
t cou
rse
deliv
ered
via
sate
llite
tele
visi
on.
Stud
y:
I ch
ose
to f
ocus
on
the
sens
e-m
akin
gas
pect
s of
con
vers
atio
n w
ith a
nd a
mon
gth
e pa
rtic
ipan
ts. T
hrou
gh r
efle
ctio
n on
the
conv
ersa
tions
, I a
m c
ontin
uing
to m
ake
sens
e of
this
exp
erie
nce.
Dat
a fo
r th
is s
tudy
wer
e co
llect
ed f
rom
a n
umbe
r of
sou
rces
thro
ugho
ut th
e ac
tion
rese
arch
sem
inar
.T
he f
irst
sig
nifi
cant
set
of
data
was
aco
llect
ion
of a
nony
mou
s fr
ee-w
rite
resp
onse
s to
two
ques
tions
ask
ed o
f al
lpa
rtic
ipan
ts: "
How
wel
l are
we
doin
g in
help
ing
you
crea
te a
n in
nova
tive,
inte
rdis
cipl
inar
y th
emat
ic u
nit w
hich
incl
udes
a s
cien
tific
res
earc
h pr
ojec
t?"
and
"Wha
t will
you
nee
d fr
om u
s du
ring
the
fina
l hal
f of
the
cour
se in
ord
er to
com
plet
eth
is u
nit?
" A
ll fr
ee w
rite
s w
ere
tran
scri
bed
and
code
d qu
alita
tivel
y us
ing
a co
nsta
ntco
mpa
rativ
e m
etho
d of
ana
lysi
s, a
ssis
ted
by th
e hy
perc
ard
shar
ewar
e pr
ogra
m,
Han
a's
Tex
t Mac
hine
. Res
earc
h m
emos
wer
e ke
pt a
nd s
how
ed a
n ev
olut
ion
in th
ege
nera
ted
cate
gori
es u
sing
a g
roun
ded
theo
ry, o
pen-
codi
ng s
trat
egy.
Seco
ndar
y da
taso
urce
sin
clud
edtr
ansc
ript
ions
of
two
inte
rvie
ws
whi
chw
ere
colla
bora
tive
conv
ersa
tions
bas
edlo
osel
y on
the
SEE
R s
elf-
asse
ssm
ent
ques
tionn
aire
.
Res
ults
and
Con
clus
ions
:T
he is
sue
of m
ost c
once
rn to
teac
hers
in th
eW
ater
Pro
ject
was
the
need
for
sus
tain
edpe
riod
s of
tim
e to
dev
elop
thei
r cu
rric
ulum
units
. The
teac
hers
val
ued
the
time
spen
tw
ith p
eers
in d
iscu
ssio
n an
d ci
ted
the
need
for
mor
e tim
e to
ref
lect
and
cre
ate
thro
ugh
coop
erat
ive
wor
k tim
e. T
hrou
gh th
ere
spon
ses
to th
e an
onym
ous,
mid
term
fre
ew
rite
, tea
cher
s ex
pres
sed
thei
r ne
ed f
ortim
e to
exp
lore
them
atic
inte
rdis
cipl
inar
ycu
rric
ulum
. Tea
cher
s re
ques
ted
time
tosh
are
idea
s as
a n
eces
sary
"st
ay a
gain
st th
eco
nfus
ion"
of
this
dis
tanc
e le
arni
ngex
peri
ence
. As
one
teac
her
com
men
ted,
"Tim
e. T
ime
now
; we
need
tim
e!"
The
issu
e of
mos
tco
ncer
n to
teac
hers
in th
eW
ater
Pro
ject
was
the
need
for
sust
aine
d pe
riod
sof
tim
e to
dev
elop
thei
r cu
rric
ulum
units
.
13A
GE
61
130
The
con
fusi
on,
disa
rray
, and
doub
t wer
e a
deve
lopm
enta
lst
age
in th
egr
owth
and
chan
ge p
roce
ss.
Mak
ing
a un
it in
nova
tive,
inte
rdis
cipl
inar
y,th
emat
ic a
nd b
ased
on
scie
ntif
ic r
esea
rch
pres
ente
d a
sign
ific
ant c
halle
nge
to th
esc
ienc
e te
ache
rs a
s w
ell a
s th
e te
ache
rs o
fot
her
area
s. S
ome
peop
le e
xpre
ssed
conc
ern
abou
t how
inte
grat
edth
eir
units
shou
ld b
e an
d ho
w to
go
abou
t wor
king
with
oth
er te
ache
rs in
thei
r si
te g
roup
and
indi
vidu
al te
ache
rs a
t the
ir o
wn
scho
ols.
The
con
fusi
on, d
isar
ray,
and
dou
bt w
ere
ade
velo
pmen
tal s
tage
in th
e gr
owth
and
chan
ge p
roce
ss. I
n sp
ite o
f th
is c
onfu
sion
,an
air
of
hope
and
will
ingn
ess
to o
verc
ome
diff
icul
ties
prev
aile
d, a
s ill
ustr
ated
by
thes
eco
mm
ents
:
I am
stil
l hav
ing
a lit
tle d
iffi
culty
with
the
wor
d'th
emat
ic.'
I st
ill s
uspe
ct th
at I
do
som
e th
emat
icw
ork
due
to th
e fa
ct th
at I
teac
h a
vari
ety
ofsu
bjec
ts a
nd o
ften
ref
er to
som
ethi
ng f
rom
one
disc
iplin
e w
hile
teac
hing
ano
ther
. But
I d
on't
know
if I
can
com
e up
with
wha
t you
con
side
ran
inno
vativ
e, in
terd
isci
plin
ary
them
atic
uni
t.I
thin
k as
far
as
the
scie
ntif
ic r
esea
rch
proj
ect i
sco
ncer
ned,
I c
ould
eas
ily h
andl
e th
at. B
eing
inno
vativ
e is
not
my
stro
ng p
oint
.
Is w
ater
qua
lity
a th
emat
ic o
r to
pic
unit?
Can
a w
ater
qua
lity
unit
bein
terd
isci
plin
ary
with
in
CH
AN
GE
IN
AC
TIO
N
an e
lem
enta
ry c
lass
room
? C
an a
topi
c un
it be
inte
rdis
cipl
inar
y th
at w
ould
inco
rpor
ate
mat
hsk
ills,
res
earc
h co
llect
ions
, and
jour
nalin
gex
erci
ses
with
in a
n is
olat
ed s
cien
ce c
lass
at t
hehi
gh s
choo
l lev
el?
How
do
the
units
beg
in to
dev
elop
? D
o yo
ust
art w
ith a
ctiv
ities
or
do y
ou b
egin
with
a m
ain
topi
c? W
hat d
oes
it lo
ok li
ke?
Ele
men
tary
teac
hers
had
a s
tron
ger
conf
iden
ce in
usi
ng a
them
atic
app
roac
h.T
hese
teac
hers
mad
e a
valu
able
cont
ribu
tion
to th
e gr
oups
for
tuna
teen
ough
to h
ave
one
or m
ore
of th
ese
teac
hers
in th
eir
mid
st. E
lem
enta
ryte
ache
rs g
ener
ally
had
a p
artn
er in
the
clas
sw
hen
they
sig
ned
on, o
r qu
ickl
y fo
rmed
colla
bora
tive
part
ners
hips
with
oth
ers
afte
rth
e fi
rst f
ew c
lass
es. T
hese
teac
hers
enha
nced
the
coop
erat
ive
natu
re o
f th
eir
larg
er s
ite g
roup
s. T
he m
ajor
con
cern
of
this
sub
grou
p, a
s w
ell a
s th
e se
cond
ary
teac
hers
, was
tim
e. T
he e
lem
enta
ryte
ache
rs s
econ
d m
ost i
mpo
rtan
t con
cern
was
thei
r pe
rcei
ved
wea
knes
s in
scie
nce
expe
rien
ce a
nd k
now
ledg
e, b
oth
for
them
selv
es a
nd th
eir
stud
ents
.
PAG
E 6
2113
3
SUM
MA
RIE
S O
F ST
UD
IES
Cou
rse
cont
ent a
nd th
e vi
abili
ty o
fa
them
atic
app
roac
h w
ere
issu
es th
at s
eem
edm
ore
impo
rtan
t to
som
e th
an to
oth
ers,
espe
cial
ly s
cien
ce te
ache
rs. S
econ
dary
teac
hers
, exp
ectin
g sc
ienc
e as
usu
al, w
ere
disc
once
rted
with
the
inte
rdis
cipl
inar
yap
proa
ch to
sci
ence
that
the
SEE
R te
achi
ngte
am m
odel
ed. S
EE
R c
halle
nged
teac
hers
to c
onsi
der
new
and
dif
fere
nt w
ays
ofte
achi
ng s
cien
ce. A
num
ber
of c
omm
ents
aske
d qu
estio
ns s
imila
r to
the
follo
win
g.So
me
indi
vidu
al c
omm
ents
wer
e qu
itebl
unt:
Som
etim
es I
won
der
whe
re th
e sc
ienc
e ha
s go
ne.
The
re a
re h
igh
qual
ity p
arts
to th
e br
oadc
asts
,bu
t the
y so
meh
ow g
et lo
st in
all
of th
ehu
man
ities
.
I w
ant m
ore
cont
ent a
nd le
ss o
n co
ncep
ts. W
ene
ed m
ore
time
with
our
gro
ups
disc
ussi
ng o
urun
it. T
he m
ost u
sefu
l inf
orm
atio
n ha
s be
en th
eac
tiviti
es. A
lot o
f us
hav
e al
read
y ta
ken
cour
ses
on m
ultic
ultu
ralis
m a
nd in
terd
isci
plin
ary
appr
oach
es.
It s
eem
s lik
e le
ss ti
me
coul
d be
spen
t on
them
and
mor
e on
con
tent
.
On
teac
hing
str
ateg
iess
houl
dn't
we
bepr
esen
ting
cont
ent o
r sh
ould
we
be le
tting
stud
ents
dis
cove
r ev
eryt
hing
on
thei
r ow
n?
Seve
ral p
eopl
e co
mm
ente
d th
at in
ord
er to
do a
new
cur
ricu
lum
uni
t on
wat
er,
som
ethi
ng e
lse
wou
ld n
eed
to b
e sa
crif
iced
.T
his
was
a d
iffi
cult
and
unco
mfo
rtab
lede
cisi
on f
or m
any.
Tea
cher
s ex
pect
and
do
talk
a g
reat
dea
l of
the
time
in th
eir
clas
sroo
ms.
Gen
eral
lysp
eaki
ng, l
earn
ers
have
less
"ai
r tim
e" th
ante
ache
rs.
Find
ing
way
s to
allo
win
divi
dual
s to
spe
ak f
reel
y an
d pe
rcei
veth
at th
ey h
ave
been
hea
rd w
asa
fund
amen
tal a
spec
t of
the
SEE
R P
rogr
am.
Dis
tanc
e le
arni
ng c
ours
es h
ave
the
unfo
rtun
ate
pote
ntia
l to
be p
urel
ym
onol
ogue
s. C
reat
ing
an a
tmos
pher
e of
dial
ogue
is a
cha
lleng
e in
any
cla
ssro
oman
d an
eve
n gr
eate
r on
e w
hen
tran
sact
edvi
ate
levi
sion
bro
adca
sts.
Man
ypa
rtic
ipan
ts c
omm
ente
d on
the
will
ingn
ess
of th
e SE
ER
teac
hing
team
to li
sten
care
fully
to c
omm
ents
and
req
uest
s fo
r
Gen
eral
lysp
eaki
ng, l
earn
ers
have
less
"ai
rtim
e" th
ante
ache
rs. F
indi
ngw
ays
to a
llow
indi
vidu
als
tosp
eak
free
ly a
ndpe
rcei
ve th
at th
eyha
ve b
een
hear
dw
as a
fund
amen
tal
aspe
ct o
f th
eSE
ER
Pro
gram
.
134
135
PAG
E 6
3
The
mos
tim
port
ant t
hing
the
SEE
R p
roje
ctha
s do
ne is
topl
ace
us to
geth
eras
a te
am.
The
idea
s se
em to
blos
som
and
impr
ove
as w
edi
scus
s th
em.
info
rmat
ion
from
the
teac
hers
and
adj
ust
the
prog
ram
acc
ordi
ngly
. The
com
bina
tion
of s
ite g
roup
dis
cuss
ions
, jou
rnal
ing
with
a SE
ER
sta
ff p
artn
er, a
nd g
ivin
gfe
edba
ckhe
lped
bol
ster
the
sens
e of
thes
epa
rtic
ipan
ts th
at th
eir
earl
ier
com
men
tsan
d qu
estio
ns w
ere
ackn
owle
dged
in a
way
that
they
fou
nd s
atis
fyin
g. A
num
ber
of in
divi
dual
s ex
pres
sed
conf
iden
ce in
thei
r gr
oup'
s ab
ility
to o
verc
ome
diff
icul
ties:
The
exp
erim
ents
and
act
iviti
es th
at w
e ha
vedo
ne h
ave
prov
ided
som
e id
eas
for
our
unit.
It
seem
s th
at e
ach
time
we
do a
new
act
ivity
, we
thin
k of
a w
ay th
at w
e co
uld
inco
rpor
ate
it in
toth
e un
it. W
e ha
ve a
pre
tty g
ood
idea
of
wha
tw
e w
ill b
e do
ing
in o
ur u
nit,
but w
e st
illne
edto
wor
k ou
t sev
eral
det
ails
like
tim
e fr
ame
and
inte
rdis
cipl
inar
y te
achi
ng. O
ur th
eme
is p
retty
wel
l def
ined
. We
have
dec
ided
that
edu
catio
nis
the
key
to p
reve
ntio
n.
The
mos
t im
port
ant t
hing
the
SEE
R p
roje
ct h
asdo
ne is
to p
lace
us
toge
ther
as
a te
am. W
e ha
vea
bloc
k of
tim
e to
wor
k on
this
pro
ject
,an
d w
eha
ve in
divi
dual
s w
ho a
re c
omm
itted
toac
com
plis
hing
this
pro
ject
. The
idea
s se
em to
blos
som
and
impr
ove
as w
e di
scus
s th
em.
CH
AN
GE
IN
AC
TIO
N
Just
the
fact
of
getti
ng p
rofe
ssio
nals
toge
ther
fost
ers
a th
ink
tank
for
the
crea
tion
of a
them
atic
unit.
We
are
able
to b
ounc
e id
eas
off
each
oth
erev
en d
urin
g th
e br
oadc
ast.
We
neve
rdar
e ta
lkor
dis
cuss
idea
s w
ith o
ther
stu
dent
sdu
ring
apr
ofes
sor's
impa
rtin
g w
isdo
m in
a le
ctur
e ha
llof
200
stu
dent
s.
The
gro
up d
iscu
ssio
ns a
t the
site
are
prob
ably
as
valu
able
or
mor
e va
luab
le th
anth
e br
oadc
asts
them
selv
es. T
he c
ours
edo
es p
rovi
de th
e ne
cess
ary
fram
ewor
k to
caus
e th
ose
disc
ussi
ons.
Plan
of
Act
ion:
I of
fer
this
act
ion
rese
arch
as
a w
ork-
in-
prog
ress
and
as
a m
eans
of
deep
enin
g m
yow
n un
ders
tand
ing.
Fur
ther
rese
arch
isne
eded
to m
ore
clea
rly
unde
rsta
nd th
epr
oces
s of
sci
ence
cur
ricu
lum
deve
lopm
ent
unde
r th
ese
dist
ance
lear
ning
con
ditio
ns,
the
role
of
conv
ersa
tion
and
refl
ectio
n in
scie
nce
lear
ning
, and
the
soci
al a
spec
ts o
fle
arni
ng s
cien
ce in
this
con
text
.
PAG
E 6
4
136
137
SU/v
IMA
RIE
S O
F ST
UD
IES
DE
VE
LO
PME
NT
AL
MA
TH
EM
AT
ICS
AT
ME
TR
OPO
LIT
AN
CO
MM
UN
ITY
CO
LL
EG
E: D
OE
S IT
WO
RK
?C
onni
e B
ulle
rM
etro
polit
an C
omm
unity
Col
lege
Om
aha,
Neb
rask
a
Prob
lem
:
As
dow
n-si
zing
, wel
fare
, and
fam
ilypr
essu
res
rise
, man
y pe
ople
are
rea
lizin
gth
e ne
ed f
or a
col
lege
edu
catio
n. H
owev
er,
with
the
pass
ing
of ti
me
sinc
e hi
gh s
choo
lan
d po
ssib
ly h
igh
scho
ol m
ath
cour
ses
that
wer
e no
t des
igne
d fo
r th
e co
llege
bou
nd,
som
e pe
ople
fin
d th
ey n
eed
to ta
kede
velo
pmen
tal m
athe
mat
ics
to p
repa
re f
orot
her
clas
ses.
Met
ropo
litan
Com
mun
ityC
olle
ge o
f O
mah
a is
an
accr
edite
d tw
o-ye
arin
stitu
tion
serv
ing
a fo
ur-c
ount
y ar
ea. I
nth
e fa
ll of
199
5, th
ere
wer
e 10
,666
stu
dent
sw
ith a
n av
erag
e ag
e of
30.
1 ye
ars
atte
ndin
gth
e ca
mpu
ses
of M
etro
. Mat
hem
atic
s is
the
larg
est
sing
lepr
efix
offe
ring
atM
etro
polit
an C
omm
unity
Col
lege
, and
the
maj
ority
of
the
cour
ses
we
offe
r le
ad to
othe
r co
urse
s th
at e
ither
tran
sfer
dir
ectly
to s
urro
undi
ng s
choo
lsor
fulf
illre
quir
emen
ts f
or c
ertif
icat
es a
nd d
egre
es
at M
etro
. Mat
hem
atic
s cl
asse
s ha
ve a
max
imum
cap
acity
of
30 b
ut o
ften
are
smal
ler.
Ove
r ha
lf o
f al
l mat
hem
atic
scl
asse
s ar
e ta
ught
by
full-
time
facu
lty a
ndev
en th
e ad
junc
t fac
ulty
are
exp
ecte
d to
have
a M
aste
r's d
egre
e w
ith a
t lea
st 1
8ho
urs
in m
athe
mat
ics.
Stud
y:
The
pur
pose
of
this
stu
dy w
as to
see
if th
ede
velo
pmen
tal m
ath
clas
ses
offe
red
byM
etro
rea
lly d
o pr
epar
e st
uden
ts to
ach
ieve
succ
ess
in th
e ot
her
mat
h co
urse
s th
ey n
eed
for
thei
r de
gree
s.
Cla
ss s
urve
ys w
ere
sent
to a
ll M
etro
hig
her
educ
atio
n ca
mpu
ses.
Tra
nscr
ipt s
earc
hes
wer
e do
ne to
trac
k w
hat h
appe
ned
tost
uden
tsta
king
one
orm
ore
deve
lopm
enta
l cla
sses
(M
095
and
M09
6) a
tM
etro
in th
e fa
ll of
199
3 an
d to
fin
d ou
t
133,
139
PAG
E 6
5
Frie
nds
wer
e th
enu
mbe
r on
e st
udy
aid.
wha
t per
cent
of
100-
leve
l alg
ebra
cla
sses
in th
e fa
ll, 1
995,
rep
rese
nted
stu
dent
s w
hoha
d pr
evio
usly
take
n on
e or
bot
h of
the
deve
lopm
enta
l mat
h cl
asse
s. W
e al
solo
oked
at s
tude
nts
in 1
00-l
evel
cla
sses
who
atte
nded
but
did
not
pass
the
deve
lopm
enta
l mat
h cl
asse
s.
Res
ults
:W
e fo
und
that
one
-thi
rd o
f al
l stu
dent
s in
Inte
rmed
iate
Alg
ebra
and
one
-hal
f of
stud
ents
in C
olle
ge A
lgeb
ra h
ad ta
ken
ade
velo
pmen
tal m
ath
clas
s.D
efin
ing
succ
ess
as a
"C
" or
bet
ter,
we
foun
d th
atth
e de
velo
pmen
tal s
tude
nts
had
the
sam
ech
ance
of
succ
ess
(abo
ut 7
0% o
f th
est
uden
ts)
in I
nter
med
iate
Alg
ebra
or
Col
lege
Alg
ebra
as
thos
e st
uden
ts n
otne
edin
g de
velo
pmen
tal m
athe
mat
ics.
How
ever
, the
stu
dent
s w
ho a
ttem
pted
togo
on
to th
e ne
xtm
athe
mat
ics
clas
s ev
enth
ough
they
had
a g
rade
of
"ret
ake"
in th
ede
velo
pmen
tal o
r a
"D"
or lo
wer
in th
e
CH
AN
GE
IN
AC
TIO
N
Inte
rmed
iate
Alg
ebra
, had
onl
y ab
out a
25%
cha
nce
of s
ucce
ss in
a la
ter
clas
s. O
nly
2% o
f th
ose
stud
ents
who
sta
rted
but
did
not p
ass
the
deve
lopm
enta
l mat
h cl
ass
wer
e ab
le to
ach
ieve
suc
cess
inth
e se
cond
deve
lopm
enta
l cla
ss.
Con
clus
ions
:It
see
ms
that
dev
elop
men
tal m
ath
issu
cces
sful
at M
etro
. The
cla
ss s
urve
yssh
owed
that
fri
ends
wer
e th
e nu
mbe
r on
est
udy
aid
and
that
the
only
rea
l dif
fere
nce
betw
een
deve
lopm
enta
l stu
dent
s an
d th
eir
clas
smat
es w
hose
hig
h sc
hool
bac
kgro
und
prep
ared
them
for
Int
erm
edia
te A
lgeb
raan
d C
olle
ge A
lgeb
ra w
as th
at th
ede
velo
pmen
tal s
tude
nts
repo
rted
stu
dyin
gm
ore
outs
ide
of c
lass
. One
indi
vidu
al w
hoha
d be
en d
own-
size
d af
ter
15 y
ears
in h
isco
mpa
ny a
nd h
ad to
sta
rt w
ithth
e fi
rst
deve
lopm
enta
l cla
ss g
ave
this
adv
ice:
"Tak
e th
e de
velo
pmen
tal m
ath
and
mak
eit
a w
orth
whi
le tr
ip."
PAG
E 6
6
Uo
141
SUM
MA
RIE
S O
F ST
UD
IES
FIR
ST S
TE
P, S
EC
ON
D S
TE
P: A
CT
ION
RE
SEA
RC
HE
lain
e Sp
echt
Edu
catio
nal S
ervi
ce U
nit #
10K
earn
ey, N
ebra
ska
Mik
e M
cDon
ald
Neb
rask
a W
esle
yan
Uni
vers
ityL
inco
ln, N
ebra
ska
Prob
lem
:T
he h
eart
of
any
real
sch
ool i
mpr
ovem
ent
rest
s in
the
clas
sroo
m. M
any
wel
l-do
cum
ente
d be
st p
ract
ices
for
cha
ngin
gin
stru
ctio
nal p
ract
ices
or
lear
ning
hav
elit
tle e
ffec
t bec
ause
teac
hers
do
not f
ully
use
them
in a
sus
tain
able
man
ner.
Oft
ench
ange
s ar
e on
ly in
the
real
m o
f ve
rbal
inno
vatio
ns. W
e ca
n ta
lk a
bout
it, b
ut w
edo
not
rea
lly d
o it.
How
do
teac
hers
cha
nge?
Mic
hael
Ful
lan
(199
1)st
ated
that
teac
hers
nee
dkn
owle
dge,
the
will
, and
the
skill
. Our
stud
y at
tem
pted
to d
eter
min
e th
e ov
eral
lim
pact
of
"the
will
" as
we
inve
stig
ated
whe
ther
actio
nre
sear
chch
osen
,im
plem
ente
d, a
nd m
easu
red
by te
ache
rsth
emse
lves
, had
sus
tain
abili
ty W
e al
sow
ante
d to
kno
w if
par
ticip
atin
g in
act
ion
rese
arch
impa
cted
oth
er te
achi
ng a
ndle
arni
ng p
ract
ices
.
Stud
y:O
ur m
ixed
-mod
el r
esea
rch
stud
y ga
ther
edda
ta f
rom
twen
ty, K
-12
teac
hers
who
orig
inal
ly b
egan
act
ion
rese
arch
(A
R)
in19
94-1
995.
Dem
ogra
phic
, atti
tudi
nal,
and
sem
i-st
ruct
ured
, ope
n-en
ded
ques
tions
prov
ided
the
mea
ns f
or g
athe
ring
dat
a.T
he f
ocus
of
the
rese
arch
que
stio
nsin
clud
ed:
Has
the
wor
k th
at y
ou d
id la
st y
ear
for
the
AR
pro
ject
con
tinue
d in
you
rcl
assr
oom
this
yea
r? E
xpla
in y
our
ratio
nale
for
con
tinui
ng o
r no
t,co
ntin
uing
the
activ
ity o
r pr
oces
s.D
id y
ou c
hang
e th
e or
igin
al A
Rpr
ojec
t in
som
e w
ay th
is y
ear?
Exp
lain
.
Do
you
expe
ct th
e ch
ange
(s)
you
mad
e in
teac
hing
and
lear
ning
prac
tices
last
yea
r to
con
tinue
toin
flue
nce
your
cla
ss?
Exp
lain
.
14?
PAG
E 6
7
143
Part
icip
atin
g in
aco
llabo
rativ
epr
oces
s lik
eac
tion
rese
arch
can
lead
toch
ange
inte
achi
ng a
ndle
arni
ng p
ract
ices
.
How
has
the
wor
k th
at y
ou d
id in
last
yea
r's A
R in
flue
nced
you
rpr
esen
t tea
chin
g an
d in
stru
ctio
nal
prac
tices
?D
id d
oing
you
r A
R c
hang
e yo
urvi
ews
and
prac
tices
con
cern
ing
educ
atio
nal r
esea
rch?
Our
que
stio
nnai
re w
as s
ent i
n Fe
brua
ry,
1996
, to
28 p
eopl
e w
ho in
itial
ly b
egan
AR
in 1
994-
1995
. We
initi
ated
fol
low
-up
thro
ugh
emai
l and
pho
ne c
alls
and
rece
ived
com
plet
e da
ta f
rom
20
peop
le.
Dat
a w
ere
anal
yzed
by
MY
STA
T, E
xcel
,an
dqu
alita
tive
dom
ain
anal
ysis
.L
imita
tions
of
the
stud
y in
clud
ed a
nar
row
rang
e of
dem
ogra
phic
s fr
om o
ur o
rigi
nal
stud
y po
ol; a
lim
ited
revi
ew o
f re
sear
chqu
estio
ns p
rior
to d
istr
ibut
ion;
a s
elf-
sele
cted
stu
dy p
opul
atio
n; a
nd a
nin
com
plet
e al
igni
ng o
f at
titud
inal
and
qual
itativ
e qu
estio
ns.
Ana
lysi
s of
dat
a re
veal
ed im
port
ant,
initi
alfi
ndin
gs f
or th
e im
pact
of
AR
on
sust
aini
ngch
ange
in a
n in
stru
ctor
's te
achi
ng a
ndle
arni
ng p
ract
ices
. Spe
cifi
cally
, ele
ven
out
of tw
enty
res
pond
ents
fel
t AR
was
bei
ngus
ed to
sus
tain
thei
r in
stru
ctio
nal
CH
AN
GE
IN
AC
TIO
N
effe
ctiv
enes
s. O
ne te
ache
r re
plie
d, "
The
AR
pro
cess
has
con
tinue
d fo
r m
e be
caus
eI
witn
esse
d fi
rst h
and
the
pow
erfu
l eff
ect
it ha
s in
mot
ivat
ing
and
empo
wer
ing
teac
hers
as
prof
essi
onal
s."
Add
ition
ally
,th
e m
ajor
ity o
f be
ginn
ing
to e
xper
ienc
edte
ache
rs (
twel
ve o
ut o
f tw
enty
with
num
bers
equ
ally
spl
it am
ong
dem
ogra
phic
choi
ces)
, fel
t str
ongl
y ab
out A
R's
rol
e in
thei
r su
stai
ning
inst
ruct
iona
l eff
ectiv
enes
s.
Con
clus
ions
:G
ener
alco
nclu
sion
sdr
awn
from
qual
itativ
e th
emes
indi
cate
d:
The
cha
nges
in te
achi
ng a
ndle
arni
ng p
ract
ices
that
res
ulte
d fr
omth
e A
R s
emin
ar c
ontin
ued
for
mos
tof
the
resp
onde
nts
into
the
seco
ndye
ar.
Part
icip
atin
g in
a c
olla
bora
tive
proc
ess
like
actio
n re
sear
ch c
an le
adto
cha
nge
in te
achi
ng a
nd le
arni
ngpr
actic
es.
Tea
cher
s en
hanc
ed th
e 19
94-1
995
AR
pro
ject
by
dele
ting
or le
avin
gou
t cer
tain
asp
ects
of
AR
if th
eyco
ntin
ued
the
proc
ess
into
the
next
PAG
E 6
8
144
145
SU
MM
AR
IES
OF
ST
UD
IES
year
. A r
espo
nden
t not
ed, "
My
AR
is n
ot a
s st
ruct
ured
as
last
year
...w
hile
stil
l im
prov
ing
the
effe
ctiv
enes
s of
the
rubr
ics
for
my
asse
ssm
ent."
Som
e ef
fect
s be
yond
the
aren
a of
1994
-199
5 A
R w
ere
repo
rted
and
linke
d to
the
AR
pro
cess
. Tw
oin
divi
dual
s re
port
ed e
ffec
ts w
ere
incr
ease
d le
ader
ship
and
teac
her
effi
cacy
.
Com
men
ts f
rom
AR
par
ticip
ants
incl
uded
the
follo
win
g:
The
idea
of
rese
arch
see
med
to b
eth
eore
tical
not
pra
ctic
al. I
t did
n't
affe
ct m
e or
my
clas
sroo
m. T
his
view
has
cha
nged
.D
oing
res
earc
h in
my
own
clas
ses
and
inte
rest
are
a is
not
wha
t Ith
ough
t res
earc
h w
ould
be.
Res
earc
h is
som
ethi
ng I
wou
ldav
oid
like
the
plag
ue b
ut A
R is
a
rew
ardi
ng c
halle
nge.
Edu
catio
nal
rese
arch
doe
sn't
seem
to b
edi
stan
tly d
etac
hed
anym
ore.
It g
ives
teac
hers
mor
e of
a s
ense
of
cont
rol i
n im
prov
ing
inst
ruct
ion.
It
valid
ates
the
prof
essi
onal
ism
of
each
teac
her.
I n
ow b
elie
ve th
at I
can
evol
ve m
y te
achi
ng a
ndas
sess
men
t pra
ctic
es in
to m
ore
effe
ctiv
e on
es.
Plan
of
Act
ion:
Gri
mm
ett a
nd N
eufe
lt (1
994)
bel
ieve
ther
ear
e th
ree
kind
s of
mot
ivat
ion
for
teac
hers
to c
hang
e: tr
aditi
onal
-ext
rins
ic r
ewar
ds,
alte
rnat
ive
intr
insi
c fo
r a
pers
onal
lyre
war
ding
situ
atio
n, a
nd a
uthe
ntic
mot
ivat
ion
whi
ch is
doi
ng w
hat i
s go
od f
orth
e le
arne
rs (
mor
al q
uest
). W
e re
com
men
dth
at th
e ke
y fo
r m
axim
izin
g A
R is
toex
plor
eot
her
elem
ents
incl
udin
gm
otiv
atio
nal
fact
ors
that
sust
ain
long
itudi
nal c
hang
e in
the
teac
hing
and
lear
ning
pra
ctic
e.
Edu
catio
nal
rese
arch
doe
sn't
seem
to b
edi
stan
tlyde
tach
edan
ymor
e.
PAG
E 6
9
146
sla0aok.
islagsolvasal
'a
RE
SEA
RC
HE
RS'
JO
UR
NE
YS
The
fol
low
ing
are
com
men
ts m
ade
in w
ritin
g by
par
ticip
ants
thro
ugho
utth
e ye
ar's
exp
erie
nce
in a
ctio
n re
sear
ch.
Com
men
ts a
fter
the
firs
t fal
l mee
ting:
Som
etim
es I
fel
t lik
e th
is w
ould
be
ada
untin
g/ov
erw
helm
ing
task
. At o
ther
times
, I th
ough
t thi
s so
unds
pre
tty e
asy!
Won
der
whi
ch it
will
turn
out
to b
e?
I lik
e th
e w
ay y
ou le
t us
mak
e ou
r de
cisi
ons
with
hel
p fr
om o
ther
s an
d yo
u, b
ut n
otsp
ecif
ic d
irec
tions
.
Thi
s w
as c
ool!
I w
as s
tart
led
to s
ee h
owm
y qu
estio
n be
gan
to ta
ke s
hape
dur
ing
the
anal
ytic
inte
rvie
ws.
It ju
st s
tart
ed to
appe
ar, l
ike
wat
chin
g a
phot
o ap
pear
in th
eda
rkro
om. T
he e
ntir
e da
y w
as w
ell-
plan
ned
and
prod
uctiv
e.
Tod
ay?
It w
as in
tere
stin
g, f
rust
ratin
g,re
flec
tive,
enc
oura
ging
and
the
food
was
grea
t!
The
day
was
goo
d be
caus
e I
star
ted
to s
elf-
refl
ect a
bout
so
man
y is
sues
invo
lved
in m
yte
achi
ng a
nd e
duca
tion
in g
ener
al. I
t was
/is
goo
d to
con
nect
with
oth
ers
with
the
sam
e ag
enda
.
The
sm
all g
roup
inte
ract
ion
was
ver
yva
luab
le.
I go
t a lo
t of
reas
sura
nce
and
grea
t ide
as. B
efor
e to
day,
I w
asn'
t rea
l sur
em
y qu
estio
n w
as s
mal
l eno
ugh,
but
I th
ink
it is
and
I f
eel i
t is
a ve
ry v
alua
ble
thin
g fo
rm
e to
kno
w. I
hav
e sp
ent s
o m
uch
time
impr
ovin
g m
y te
achi
ng a
nd o
nly
a sm
all
amou
nt o
f tim
e on
impr
ovin
g m
yas
sess
men
t.T
each
ers
are
the
best
reso
urce
s; it
is n
ice
to h
ave
the
time
toin
tera
ct a
nd "
pick
thei
r br
ains
."
Tod
ay w
as v
ery
prod
uctiv
e. W
e ca
me
inw
ith o
ur q
uest
ion,
then
wen
t thr
ough
frus
trat
ions
(is
this
rea
lly w
hat w
e ar
eas
king
) an
d re
turn
ed f
eelin
g co
mfo
rtab
lew
ith o
ur f
inal
(?)
ques
tion.
Dis
cuss
ions
are
grea
t.
Tod
ay h
elpe
d m
e re
defi
ne th
e qu
estio
n an
dit
serv
ed a
s an
enc
oura
gem
ent t
o ge
tst
arte
d.
It's
a tr
emen
dous
bene
fit t
o fi
nd o
utw
hat o
ther
part
icip
ants
are
doin
g.
Com
men
ts a
fter
the
seco
nd m
eetin
g:I
real
ly e
njoy
ed to
day.
It ju
st r
eally
hits
hom
e ho
w im
port
ant i
t is
for
us, a
sed
ucat
ors,
to c
olla
bora
te, c
omm
unic
ate
and
rece
ive
inpu
t. W
e ne
ed to
ste
p ba
ckm
ore
and
real
ly li
sten
to o
ther
s an
d lis
ten
to w
hat w
e ar
e tr
ying
to s
ay a
s w
ell.
So f
ar th
e co
urse
has
bee
n st
imul
atin
g fo
rm
e pr
ofes
sion
ally
.I
feel
som
ewha
tfr
ustr
ated
at t
he s
pot I
am
cur
rent
ly in
with
my
own
rese
arch
.I
feel
that
toda
y w
asgo
od f
or a
ref
ocus
and
gav
e m
e ne
w id
eas
for
furt
her
inve
stig
atio
n.
I ap
prec
iate
that
this
act
ion
rese
arch
cla
ssis
spr
ead
out o
ver
seve
ral m
onth
s. I
thin
kth
e re
ason
why
I, a
s a
teac
her,
nee
d th
ree
mon
ths
off
in th
e su
mm
er is
to g
ive
me
ach
ance
to s
tand
bac
k an
d pe
acef
ully
ref
lect
on th
e hi
dden
, und
erly
ing
reas
ons
for
obse
rved
beh
avio
r, r
athe
r th
an ta
king
the
obse
rved
as
fact
. I d
efin
itely
app
reci
ated
the
less
on o
n th
e di
ffer
ence
bet
wee
nop
inio
n ar
ticle
s an
d re
seai
rh-b
ased
art
icle
s.
The
se s
emin
ar d
ays
are
real
ly e
nerg
izin
gfo
r m
e al
thou
gh I
'm s
till n
ervo
us a
bout
the
fina
l pro
duct
. It i
s re
ally
hel
pful
to m
eet
CH
AN
GE
IN A
CT
ION
with
oth
er te
ache
rs in
tere
sted
in c
hang
ing
and
bette
ring
the
teac
hing
-lea
rnin
gen
viro
nmen
t.
Pow
erfu
l sha
ring
exp
erie
nces
toda
y. I
t's a
trem
endo
us b
enef
it to
fin
d ou
t wha
t oth
erpa
rtic
ipan
ts a
re d
oing
seei
ng th
e lis
t of
topi
cs in
the
last
mai
ling
was
inte
rest
ing,
but h
eari
ng th
e pr
actic
al is
sues
thro
ugh
the
liter
atur
e re
ally
put
it a
ll in
to p
ersp
ectiv
e.N
ow it
's a
ll be
com
ing
exci
ting;
now
it's
rea
lac
tion.
I en
joy
the
empo
wer
men
t tha
t act
ion
rese
arch
giv
es m
e. I
t has
str
engt
hene
d m
yre
solv
e to
mee
t the
new
cha
lleng
es in
my
clas
sroo
m.
I th
ough
t tod
ay w
ent w
ell.
I ha
ve a
tend
ency
to r
efoc
us o
r re
fine
my
topi
c an
dm
etho
ds e
ach
time
we
mee
t. It
for
ces
me
to g
et b
ack
on ta
sk.
Com
men
ts a
fter
the
Mar
ch m
eetin
g:I
lear
ned
a lo
t tod
ay a
nd tr
ied
to ta
lk to
seve
ral p
eopl
e to
tell
them
how
gre
at I
thou
ght t
heir
pro
ject
s w
ere.
It's
alw
ays
grea
t to
see
the
enth
usia
sm o
f ot
her
peop
leas
I g
et in
a r
ut f
rom
tim
e to
tim
e an
d
RE
SEA
RC
HE
RS'
JO
UR
NE
YS
bogg
ed d
own
with
all
the
little
thin
gs in
life.
So m
any
prac
tical
idea
s an
d po
sitiv
een
ergy
Wha
t we
are
seei
ng is
not
just
the
requ
irem
ents
for
a g
radu
ate
cour
se, b
ut w
ear
e se
eing
use
ful s
olut
ions
that
we
can
use
for
ever
yday
con
cern
s in
edu
catio
n.
Thi
s cl
ass
has
been
ver
y he
lpfu
l.It
has
forc
ed m
e to
org
aniz
e m
y th
ough
ts.
It w
as g
reat
to h
ear
othe
rs' p
rogr
ess.
I a
lso
felt
I ne
eded
the
feed
back
to k
now
I h
ave
acco
mpl
ishe
d w
hat I
set
out
to d
o, th
at m
yco
nclu
sion
s ar
e se
nsib
le, a
nd it
isim
port
ant.
I've
notic
ed a
wid
e de
velo
pmen
tal
vari
atio
n in
the
rese
arch
ers.
WE
are
all
over
the
plac
e. S
ome
of u
s ha
ve m
ore
data
than
we
know
wha
t to
do w
ith a
nd o
ther
s th
ink
they
nee
d m
ore
but d
on't
quite
kno
w w
hat
to g
et. T
oday
's d
iscu
ssio
n he
lps
us a
ll.
Com
men
ts a
fter
the
Apr
il pr
esen
tatio
ns:
I lik
e th
e id
ea o
f ke
epin
g ou
r pr
esen
tatio
nsin
form
al s
ince
som
e pr
esen
ters
are
new
.
Too
muc
h st
ress
is n
ot g
ood.
Thi
s is
a g
ood
way
for
us
to g
et e
xper
ienc
e.
Thi
s co
urse
was
an
"11"
out
of
"10.
" It
was
far
and
beyo
nd a
goo
d cl
ass;
it w
as f
arbe
tter
than
I th
ough
t it w
ould
be
in m
yw
ildes
t im
agin
ings
. Tod
ay's
sem
inar
sw
ere
grea
t.
I w
as w
orri
ed d
urin
g th
e en
tire
proc
ess;
the
end
was
gre
at. I
was
wor
ried
for
not
hing
;w
e w
ere
wel
l pre
pare
d.It
was
a g
reat
adve
ntur
e an
d a
trem
endo
us o
ppor
tuni
tyfo
r m
e to
gro
w a
s a
teac
her.
Com
men
ts a
fter
con
duct
ing
rese
arch
:I
was
aw
are
befo
re th
e su
rvey
that
ther
ew
as c
heat
ing
in m
y m
athe
mat
ics
clas
s.So
me
of th
e st
uden
ts h
ave
been
che
atin
gfo
r se
vera
l yea
rs a
s I
have
had
them
in c
lass
befo
re a
nd o
ther
teac
hers
hav
e in
dica
ted
ther
e is
a p
robl
em. T
he r
esul
ts o
f th
is s
tudy
are
even
mor
e si
gnif
ican
t to
me
whe
n I
see
that
it h
as m
ade
an im
pact
on
old
habi
tsth
at a
re v
ery
hard
to b
reak
. Som
e of
thos
est
uden
ts w
ould
indi
cate
how
muc
h tr
oubl
eth
ey w
ere
havi
ng, a
nd it
mad
e m
e m
ore
It w
as a
gre
atad
vent
ure
and
atr
emen
dous
oppo
rtun
ity f
orm
e to
gro
w a
s a
teac
her. 15
5PA
GE
75
1,5
4
awar
e so
I c
ould
hel
p th
em m
ore.
At o
nepo
int,
I ch
ange
d m
y pl
ans
and
spen
tan
othe
r da
y re
view
ing
a to
pic.
I h
ave
not
solv
ed th
e pr
oble
m c
ompl
etel
y bu
t sel
f-as
sess
men
t mak
es b
oth
the
teac
her
and
the
stud
ent m
ore
resp
onsi
ble
in th
e le
arni
ngpr
oces
s. 00
The
mos
t dif
ficu
lt hu
rdle
to o
verc
ome
may
be tr
aditi
on; e
duca
tiona
l ass
essm
ent
proc
edur
es h
ave
been
in p
lace
for
dec
ades
and
ther
efor
e ar
e di
ffic
ult t
o ch
ange
.I
enco
unte
red
all o
f th
ese
hurd
les
whi
ledo
ing
my
rese
arch
. But
thes
e hu
rdle
s ar
eno
dif
fere
nt th
an th
e on
es m
y gi
rls
run
intr
ack.
CH
AN
GE
IN
AC
TIO
N
Mat
hem
atic
s vo
cabu
lary
is a
stu
mbl
ing
bloc
k fo
r m
any
stud
ents
whe
n th
ey tr
y to
desc
ribe
thei
r w
ork
and/
or th
eir
erro
rs.
Thi
s is
true
for
bot
h w
ritte
n an
d or
alex
pres
sion
s. S
tude
nts
wer
e co
ncer
ned
abou
t the
ir a
bilit
y to
sit
dow
n an
d ta
lk to
am
ath
inst
ruct
or f
or 2
0 m
inut
es a
t a ti
me.
Stud
ent c
omm
ents
incl
uded
, "W
hew
, tha
tw
asn'
t as
bad
as I
thou
ght.
Thi
s w
as a
lmos
tfu
n if
I d
idn'
t hav
e to
get
a g
rade
.
cov
We
lear
ned
far
mor
e th
at w
e se
t out
todi
scov
er. I
lear
ned
to k
now
my
stud
ents
bette
r. T
hat's
the
best
par
t.
PAG
E 7
6
156
CL
OSE
UPS
rol
158
159
PAG
E 7
7
CL
OSE
UPS
GE
ND
ER
EQ
UIT
Y I
N H
ET
ER
OG
EN
EO
US
LA
B A
CT
IVIT
IES
Fran
k T
wor
ekN
orri
s M
iddl
e Sc
hool
Om
aha,
Neb
rask
a
AB
STR
AC
T:
Prob
lem
:R
esea
rche
rs h
ave
foun
d th
at a
s st
uden
tsre
ach
mid
dle
scho
ol, t
he s
exes
beg
in to
mov
e ap
art i
n in
tere
st, p
artic
ipat
ion,
and
achi
evem
ent i
n sc
ienc
e. S
ome
peop
lew
onde
r if
ther
e is
a c
onfl
ict b
etw
een
the
natu
re o
f sc
ienc
e an
d th
e de
fini
tion
offe
min
inity
.O
ther
s su
gges
t tha
t the
prob
lem
isac
tual
ly th
e na
ture
of
mas
culin
ity, w
hich
intim
idat
es f
emal
es in
the
scie
nce
clas
sroo
m.
Whi
le s
ome
educ
ator
s ad
voca
te th
e "m
ascu
liniz
atio
n"of
fem
ale
scie
nce
stud
ents
in o
rder
to r
aise
thei
r le
vel o
f su
cces
s, a
nd o
ther
aut
hors
reco
mm
end
the
"fem
iniz
atio
n" o
f sc
ienc
eits
elf
in o
rder
to r
educ
e th
e ge
nder
gap
,so
me
expe
rts
are
prom
otin
g se
greg
atio
n by
gend
er in
ord
er to
elim
inat
e th
e m
ale
dom
inan
ce in
the
scie
nce
clas
sroo
m. T
hepu
rpos
e of
this
stu
dy w
as to
exa
min
e th
ein
tera
ctio
ns a
mon
g st
uden
ts in
the
mix
ed-
gend
er s
cien
ce c
lass
room
.
Stud
y:W
hen
fem
ales
and
mal
es a
re la
b pa
rtne
rsin
mid
dle
scho
ol s
cien
ce c
lass
es, d
oes
eith
erge
nder
dom
inat
e th
e ac
tivity
? T
hree
met
hods
wer
e us
ed to
col
lect
dat
a. F
irst
,op
en-e
nded
sur
veys
wer
e gi
ven
to 1
18st
uden
ts in
this
sev
enth
-gra
de L
ife
Scie
nce
cour
se. T
he f
ourt
een
ques
tions
on
this
inst
rum
ent l
ed th
e re
spon
dent
s to
use
ava
riet
y of
per
spec
tives
to d
escr
ibe
thei
rbe
liefs
and
atti
tude
s ab
out s
cien
ce. T
hese
cond
met
hod
was
the
vide
o ta
ping
of
four
stu
dent
s, w
hom
I s
tudi
ed in
gre
ater
deta
il, w
orki
ng in
fem
ale-
mal
e pa
irs
duri
ng tw
o da
ys o
f an
ani
mal
-dis
sect
ion
lab
activ
ity T
he th
ird
sour
ce o
f da
ta w
as a
pers
onal
inte
rvie
w w
ith e
ach
of th
e fo
urst
uden
ts a
fter
the
conc
lusi
on o
f th
e la
bex
peri
ence
. The
obj
ectiv
es o
f th
e re
sear
chw
ere
to c
ompa
re th
e st
uden
ts a
fter
the
lab
expe
rien
ce a
nd to
com
pare
the
stud
ents
'be
liefs
of
wha
t act
ually
took
pla
ce in
the
labo
rato
ry.
Som
e pe
ople
won
der
if th
ere
isa
conf
lict b
etw
een
the
natu
re o
fsc
ienc
e an
d th
ede
fini
tion
offe
min
inity
.
160
PAG
E 7
9
161
The
gre
ates
tdi
ffer
ence
inat
titud
e w
as n
otab
out s
cien
ceits
elf,
but
abo
utth
e m
ales
in th
ecl
assr
oom
.
The
ans
wer
s on
eac
h qu
estio
n of
the
surv
eyw
ere
grou
ped
into
cat
egor
ies
for
com
pari
son.
A s
prea
dshe
et w
as u
sed
tore
cord
the
perc
enta
ge o
f re
spon
ses
falli
ngin
to e
ach
cate
gory
, and
gra
phs
wer
e cr
eate
dto
dem
onst
rate
sim
ilari
ties
and
diff
eren
ces
betw
een
the
gend
ers.
In
the
vide
o ta
pes,
each
stu
dent
was
tim
ed a
ccor
ding
to h
owm
any
min
utes
she
or
he s
pent
in th
e ac
tive
proc
ess
of d
isse
ctio
n, a
s op
pose
d to
tim
esp
ent b
eing
a w
rite
r or
pas
sive
obs
erve
r.T
he in
terv
iew
s w
ere
an o
ppor
tuni
ty f
orea
ch s
tude
nt to
pre
dict
whi
ch p
artn
er d
idm
ore
of th
e ac
tive
diss
ectio
n.T
hein
terv
iew
res
ults
wer
e co
mpa
red
dire
ctly
to th
e da
ta c
olle
cted
fro
m th
e vi
deo
tape
s.
Res
ults
:T
he s
urve
ys r
evea
led
rem
arka
ble
sim
ilari
ties
betw
een
the
fem
ale
and
mal
evi
ews
of s
cien
ce in
this
sev
enth
-gra
decl
assr
oom
. In
fact
, the
gre
ates
t dif
fere
nce
in a
ttitu
de w
as n
ot a
bout
sci
ence
itse
lf, b
utab
out t
he m
ales
in th
e cl
assr
oom
. A h
ighe
rpe
rcen
tage
of
fem
ales
gav
e ne
gativ
ere
spon
ses
abou
t the
ir m
ale
clas
smat
es th
andi
d m
ales
res
pond
ing
nega
tivel
y ab
out t
hefe
mal
es. T
he v
ideo
tape
s an
d in
terv
iew
s
CH
AN
GE
IN
AC
TIO
N
gave
an
exam
ple
of h
ow o
ne m
ale
stud
ent
inte
rfer
ed w
ith h
ispa
rtne
r'sla
bin
volv
emen
t.
Con
clus
ions
:T
his
stud
y su
gges
ts th
at f
emal
es a
nd m
ales
can
wor
k co
oper
ativ
ely
with
out a
nee
d fo
rse
greg
atio
n in
scie
nce.
In th
ese
hete
roge
neou
s si
tuat
ions
, how
ever
,st
uden
ts a
nd te
ache
rs a
like
mus
t be
aler
ted
to th
e po
ssib
ility
that
som
e in
divi
dual
sha
ve a
tend
ency
to d
omin
ate
activ
ities
.Fu
rthe
r re
sear
ch c
ould
be
cond
ucte
d at
the
high
sch
ool o
r co
llege
leve
l to
see
if m
ore
gend
er d
iffe
renc
es in
sci
ence
dev
elop
as
stud
ents
get
old
er. A
t the
mid
dle
leve
l, it
appe
ars
that
the
mos
t im
port
ant f
ollo
w-u
pto
this
stu
dy s
houl
d be
met
hods
to d
etec
tan
d co
rrec
t situ
atio
ns in
whi
ch f
emal
esc
ienc
e st
uden
ts a
re s
ubtly
blo
cked
fro
mde
sire
d pa
rtic
ipat
ion.
iiAG
E 8
0
162
1,G
a.
CL
OSE
UPS
Sect
ion
1: R
atio
nale
for
Sel
ectio
n of
Por
tfol
io I
tem
s
One
of
the
grea
t adv
anta
ges
of th
is a
ctio
nre
sear
ch p
roje
ct h
as b
een
the
oppo
rtun
ityto
exp
erie
nce
diff
eren
t lev
els
of e
duca
tiona
lpr
actic
e. O
ne e
xam
ple
of g
row
th c
omes
from
the
fact
that
this
is m
y ve
ry f
irst
port
folio
.I
have
nev
er b
een
requ
ired
topu
t tog
ethe
r a
port
folio
as
a st
uden
t. M
yla
ck o
f fa
mili
arity
with
the
tech
niqu
e al
sodi
scou
rage
d m
e fr
om u
sing
por
tfol
ios
inth
e cl
assr
oom
with
my
own
stud
ents
.
Aft
er a
ll of
the
inst
ruct
ion
abou
t how
todo
it, t
he a
ctua
l wor
k of
cre
atin
g a
port
folio
shou
ld b
e ex
pect
ed to
flo
w e
asily
. But
Ifi
nd m
ysel
f w
antin
g to
just
col
lect
all
of th
ew
ork
that
I d
id d
urin
g th
is p
roje
ct a
nd f
ileit
into
a m
ilk c
rate
and
cal
l it m
y po
rtfo
lio.
All
of m
y jo
urna
l ent
ries
, all
of th
e e-
mai
lco
rres
pond
ence
, all
of th
e cl
ass
note
s, 1
18st
uden
t sur
veys
, spr
eads
heet
s of
the
surv
eyre
sults
, gra
phs
from
thos
e sp
read
shee
ts,
thre
e vi
deot
apes
, stu
dent
inte
rvie
ws,
and
man
y ot
her
piec
es o
f m
y pr
ojec
t wou
ldm
ake
a ni
ce, b
ig c
olle
ctio
n. Y
et I
do
not
belie
ve th
at w
ould
be
the
inte
nt o
f an
asse
ssm
ent p
ortf
olio
. In
the
end,
it w
ould
be to
o bu
rden
som
e to
com
mun
icat
e th
epr
ojec
t to
othe
r pe
ople
in th
is w
ay.
My
ratio
nale
, the
n, w
as to
fol
low
the
outli
ne in
the
cour
se r
equi
rem
ents
and
prov
ide
an e
xam
ple
item
in e
ach
cate
gory
to r
epre
sent
wha
t act
ually
occ
urre
d du
ring
my
rese
arch
. I u
sed
a va
riet
y of
met
hods
to d
o th
is: n
arra
tives
, a s
ampl
e su
rvey
, adi
agra
m o
f vi
deot
ape
patte
rns,
cop
ies
offo
ur in
terv
iew
she
ets,
sev
ente
en g
raph
s,ex
cerp
ts f
rom
jour
nal e
ntri
es, a
com
mer
cial
broc
hure
to d
emon
stra
te g
ende
r at
titud
esin
the
med
ia, e
xcer
pts
from
e-m
ail
corr
espo
nden
ce, a
list
of
liter
atur
ere
sour
ces,
a s
elf-
asse
ssm
ent r
ubri
c, a
nab
stra
ct o
f th
e pr
ojec
t, an
d ex
empl
ars
for
asu
mm
ary
book
let.
My
choi
ce o
f ite
ms
inea
ch c
ateg
ory
was
bas
ed o
n pr
ovid
ing
aqu
ick
glim
pse
to th
e re
ader
reg
ardi
ng th
epr
oces
s at
that
poi
nt. I
n so
me
case
s (s
uch
as g
raph
s), I
fel
t it n
eces
sary
to p
rovi
deen
ough
to s
uppo
rt f
inal
con
clus
ions
. But
in o
ther
cas
es (
such
as
vide
otap
es)
I fe
lt it
mor
e m
eani
ngfu
l to
prov
ide
a di
agra
m th
atde
mon
stra
tes
the
find
ings
of
the
tape
s
CH
AN
GE
IN
AC
TIO
N
them
selv
es. I
n sh
ort,
the
choi
ce o
f ite
ms
Not
e: N
ot a
ll ite
ms
from
the
port
folio
was
an
atte
mpt
to g
ive
asse
ssm
ent
are
incl
uded
in th
is d
ocum
ent.
info
rmat
ion
in th
e m
ost u
ser-
frie
ndly
way
.
PAG
E 8
2
CL
OSE
UPS
Sect
ion
2: E
vide
nce
of I
nves
tigat
ion
A. Q
uest
ion
of I
nves
tigat
ion
In S
epte
mbe
r, a
t the
beg
inni
ng o
f th
epr
ojec
t, ou
r co
llabo
rativ
e te
am b
egan
look
ing
at is
sues
of
hete
roge
neou
s la
bgr
oupi
ngs
in s
cien
ce c
lass
. My
own
part
of th
is in
vest
igat
ion
was
to e
xplo
re g
ende
req
uity
issu
es in
suc
h se
tting
s. M
yem
ergi
ng q
uest
ion
at th
at ti
me
was
:
"In
hete
roge
neou
s-gr
oupe
d la
b ac
tiviti
es,
do m
ales
and
fem
ales
hav
e eq
ual h
ands
-on
invo
lvem
ent i
n th
e ac
tivity
?"
A r
evie
w o
f th
e lit
erat
ure
dem
onst
rate
d a
brew
ing
cont
rove
rsy
that
had
var
ious
twis
ts. S
ome
educ
ator
s be
lieve
that
sci
ence
is a
mal
e ac
tivity
and
that
, in
orde
r to
sol
veth
e in
equi
ties,
fem
ale
stud
ents
sho
uld
bem
ascu
liniz
ed (
e.g.
, mak
e th
em m
ore
com
petit
ive)
so
that
they
can
car
ry o
utth
ese
mal
e-or
ient
ed ta
sks.
Oth
erre
sear
cher
s co
unte
red
by c
oncl
udin
g th
atth
is m
ale-
orie
nted
sci
ence
sho
uld
befe
min
ized
(e.
g., m
ove
from
qua
ntita
tive
toqu
alita
tive)
to b
ring
suc
cess
to f
emal
es(P
ollin
a, 1
995)
. A g
row
ing
thir
d op
tion
puts
the
burd
en o
f in
equi
ty n
ot o
n sc
ienc
eits
elf,
but
on
the
pres
ence
of
mal
es a
ndfe
mal
es in
the
sam
e cl
ass.
The
se e
duca
tors
offe
r si
ngle
-sex
cla
ssro
oms
for
scie
nce
inst
ruct
ion
as a
n op
tion
(Kru
schw
itz e
t al.,
1995
). M
y qu
estio
n, th
en, e
vent
ually
beca
me:
"Whe
n fe
mal
es a
nd m
ales
are
lab
part
ners
in m
iddl
e sc
hool
sci
ence
cla
sses
, doe
s ei
ther
gend
er d
omin
ate
the
activ
ity?"
B.
Des
crip
tion
of D
ata
Col
lect
ion
Tec
hniq
ues
Dur
ing
our
Nov
embe
r cl
ass
sess
ion
and
disc
ussi
ons,
our
rea
ding
s fr
om S
agor
(19
92)
help
ed m
e to
dev
elop
the
data
col
lect
ion
tech
niqu
es. S
eeki
ng e
ffec
tive
tria
ngul
atio
n,I
chos
e tw
o di
ffer
ent
"too
lsfo
rqu
estio
ning
" (w
ritte
n su
rvey
s an
d or
alin
terv
iew
s) a
nd o
ne "
tool
for
cap
turi
ngev
eryd
ay li
fe"
(vid
eota
pes)
.
The
wri
tten
surv
ey w
as d
evel
oped
with
four
teen
ope
n-en
ded
ques
tions
to c
olle
ctda
ta a
bout
stu
dent
bel
iefs
and
atti
tude
s
A r
evie
w o
f th
elit
erat
ure
dem
onst
rate
d a
brew
ing
cont
rove
rsy
that
had
vari
ous
twis
ts.
168
169
PAG
E 8
3
The
vid
eota
pes
gave
exa
mpl
es o
fho
w s
ome
stud
ents
can
dom
inat
e a
hand
s-on
act
ivity
. In
som
e ca
ses,
the
dom
inat
ion
iskn
own
and
acce
pted
by
both
part
ies.
rega
rdin
g fe
mal
es in
sci
ence
. Thi
s su
rvey
was
adm
inis
tere
d to
118
stud
ents
, 63
fem
ales
and
55
mal
es. T
he v
ideo
tape
s w
ere
mad
e du
ring
a la
bora
tory
inve
stig
atio
n in
whi
ch d
ead
anim
als
wer
e be
ing
diss
ecte
d.St
uden
ts w
ere
wor
king
at t
able
s in
gro
ups
of f
our,
and
they
wer
e pu
t int
o th
ese
grou
psac
cord
ing
to th
eir
pref
eren
ces
abou
t whi
chki
nds
of a
nim
als
they
wan
ted
to d
isse
ct.
Whe
neve
r po
ssib
le, I
trie
d to
kee
p th
emw
ith th
eir
prev
ious
lab
part
ners
, but
they
wer
e of
ten
rear
rang
ed f
or th
isdi
ssec
tion
activ
ity a
ccor
ding
to th
eir
pref
eren
ces.
The
vide
o ca
mer
a w
as s
et u
p ov
er o
ne la
b ta
ble
to o
bser
ve h
ands
-on
invo
lvem
ent .
of th
epa
rtic
ipan
ts, a
nd in
eac
h cl
ass
a ta
ble
was
chos
en w
hich
hap
pene
d to
hav
e tw
o pa
irs
of f
emal
e-m
ale
lab
team
s. T
he a
ctiv
ity to
oktw
o da
ys to
com
plet
e, a
nd th
e ca
mer
a ra
nal
l day
in a
ll cl
ass
peri
ods
duri
ng th
eac
tivity
Aft
er th
e di
ssec
tion
activ
ity h
adbe
en c
ompl
eted
, eac
h of
the
stud
ents
who
had
been
vid
eota
ped
was
ask
ed to
res
pond
to a
n or
al in
terv
iew
.
The
inte
ntio
n of
thes
e te
chni
ques
was
tofi
rst c
olle
ct d
ata
abou
t stu
dent
bel
iefs
and
attit
udes
abo
ut f
emal
es in
sci
ence
, the
nre
cord
vid
eo o
bser
vatio
ns a
bout
wha
t
CH
AN
GE
IN
AC
TIO
N
real
ly d
id o
ccur
in o
ne p
artic
ular
lab
situ
atio
n, a
nd f
inal
ly c
olle
ct d
ata
onst
uden
t per
cept
ions
abo
ut w
hat o
ccur
red.
C. C
oncl
usio
ns
The
sur
veys
indi
cate
d a
rem
arka
ble
conf
orm
ity b
etw
een
fem
ale
and
mal
es a
ttitu
des
in th
is s
even
th-
grad
e sc
ienc
e cl
assr
oom
.T
he v
ideo
tape
s ga
ve e
xam
ples
of
how
som
e st
uden
ts c
an d
omin
ate
aha
nds-
on a
ctiv
ity. I
n on
e ca
se, a
mal
e do
min
ated
. In
anot
her
case
,th
e fe
mal
e do
min
ated
. Som
etim
esth
e do
min
atio
n w
as s
ubtle
. In
othe
rca
ses,
the
pers
on v
erba
lly o
rph
ysic
ally
blo
cked
a p
artn
er.
The
inte
rvie
ws
sugg
este
d th
at in
som
e ca
ses,
the
dom
inat
ion
iskn
own
and
acce
pted
by
both
part
ies,
but
in o
ther
cas
es th
ein
terv
iew
s cl
earl
y de
mon
stra
ted
how
ineq
uitie
s ca
n de
velo
p in
whi
ch th
e m
ale
unw
ittin
gly
dom
inat
es w
hile
the
fem
ale
is n
otev
en s
ure
whe
ther
or
not s
he is
bein
g tr
eate
d un
fair
ly.
PAG
E 8
4
1710
,.
171
CL
OSE
UPS
The
vid
eota
pes
and
inte
rvie
ws
prov
ed to
me
that
I, a
s th
e ge
nder
ineq
uity
res
earc
her,
was
not
eve
naw
are
of s
ome
of th
e in
equi
ties
taki
ng p
lace
in f
ront
of
me
until
Iha
d th
e op
port
unity
to e
xam
ine
the
vide
otap
es a
nd o
ther
dat
a at
a la
ter
time.
The
re w
as n
ot e
noug
h ev
iden
ce to
sugg
est t
hat f
emal
es a
nd m
ales
shou
ld b
e se
para
ted
for
scie
nce
clas
sat
the
seve
nth-
grad
e le
vel,
but t
here
was
ple
nty
of e
vide
nce
to s
ugge
stth
at s
tude
nts
and
teac
hers
sho
uld
both
be
give
n op
port
uniti
es to
beco
me
mor
e al
ert t
o ge
nder
ineq
uitie
s, to
rec
ogni
ze th
ose
ineq
uitie
s w
hen
they
do
deve
lop,
and
to p
ract
ice
stra
tegi
es to
rem
edy
the
prob
lem
s.
172
173
PAG
E 8
5
Sect
ion
3: E
vide
nce
to S
uppo
rt C
oncl
usio
ns
A. D
escr
iptio
n an
d E
xam
ple
of a
Sur
vey
Aft
er c
olle
ctin
g su
rvey
s, I
rea
d th
em b
yst
udyi
ng e
ach
ques
tion
alon
e on
the
118
pape
rs. F
or e
xam
ple,
I r
ead
answ
er #
1 on
all o
f th
e pa
pers
and
look
ed f
or c
omm
onre
spon
ses.
I th
en g
roup
ed th
ose
com
mon
resp
onse
s in
to c
ateg
orie
s an
d pr
ocee
ded
toen
ter
the
resp
onse
s in
to a
spr
eads
heet
.A
fter
fin
ishi
ng w
ith #
1, I
con
tinue
d by
repe
atin
g th
e pr
oces
s fo
r #2
. Whe
n al
l of
the
resp
onse
s fr
om th
e su
rvey
s w
ere
ente
red
into
the
spre
adsh
eet,
I cr
eate
dgr
aphs
to s
how
the
patte
rns
that
dev
elop
edbe
twee
n re
spon
ses
of g
irls
and
res
pons
esof
boy
s. S
ee E
xhib
it A
.
The
sur
vey
ques
tions
incl
uded
the
follo
win
g: (
Surv
eys
of th
e fo
ur p
artic
ular
stud
ents
stu
died
in d
etai
l wer
e in
clud
ed in
the
orig
inal
por
tfol
io.)
1.If
I to
ld m
y fr
iend
s th
at I
wan
ted
toha
ve a
car
eer
that
use
s sc
ienc
e, th
eyw
ould
say
...
CH
AN
GE
IN
AC
TIO
N
2.If
som
eone
told
me
that
gir
ls c
an-
not h
ave
care
ers
that
use
sci
ence
, Iw
ould
tell
them
...
3.W
hen
I ge
t to
high
sch
ool a
nd h
ave
a ch
oice
abo
ut w
heth
er o
r no
t to
lear
n m
ore
scie
nce,
I w
ill p
roba
bly
deci
de...
4.If
I w
ere
a sc
ienc
e te
ache
r an
d I
coul
d te
ach
scie
nce
any
way
Iw
ante
d to
, I w
ould
pro
babl
y te
ach
scie
nce
by...
5.W
hat I
wan
t the
mos
t fro
m th
issc
ienc
e cl
ass
this
yea
r is
...
6.I
wis
h m
y sc
ienc
e te
ache
r...
7.I
wou
ld li
ke to
lear
n m
ore
abou
tsc
ienc
e, b
ecau
se in
the
futu
re...
8.W
hen
I am
ask
ed to
be
the
lead
erin
my
lab
grou
p, I
...
PAG
E 8
6
174
1 7
d
CL
OSE
UPS
9.In
som
e sc
ienc
e cl
asse
s, th
e te
ache
rm
akes
mos
t of
the
deci
sion
s ab
out
wha
t to
stud
y an
d ho
w to
lear
n; in
othe
r sc
ienc
e cl
asse
s th
e st
uden
tsm
ake
mos
t of
the
deci
sion
s ab
out
wha
t to
stud
y an
d ho
w to
lear
n. I
nm
y sc
ienc
e cl
ass.
..
10. I
n m
y sc
ienc
e cl
ass,
the
girl
s...
11. I
n m
y sc
ienc
e cl
ass,
the
boys
...E
xhib
it A
Com
pari
son
of S
urve
y A
nsw
ers
Reg
ardi
ng S
tude
nts'
Vie
ws
of T
heir
Cla
ssm
ates
by
Gen
der.
12. W
hat I
like
the
mos
t abo
ut m
ysc
ienc
e cl
ass
is...
13. M
y pa
rent
s th
ink
my
scie
nce
clas
s...
14. M
y sc
ienc
e te
ache
r th
inks
I...
60 56 52 48 44 40 36 32 28 24 20 16 128 4 0
in M
y S
cien
ce C
lass
...
"
Neu
tral
Neg
ativ
eT
he G
irls"
Pos
itive
Neu
tral
Neg
ativ
e'T
he B
oys'
Fem
ale
0 M
ale
177
176
PAG
E 8
7
How
ever
, the
ques
tions
abo
utcl
assm
ates
poin
ted
out t
hat
both
boy
s an
dgi
rls
tend
ed to
mak
e m
ore
nega
tive
com
men
ts a
bout
stud
ents
of
the
oppo
site
gen
der
than
they
did
abou
t the
ir o
wn.
Exh
ibit
A is
take
n fr
om q
uest
ions
10
and
11 o
f th
e st
uden
t sur
vey.
The
dar
ker
bars
repr
esen
t the
fem
ale
resp
onse
s an
d th
elig
hter
bar
s re
pres
ent t
he m
ale
resp
onse
s.
The
res
ults
fro
m m
ost o
f th
e su
rvey
ques
tions
in th
is s
tudy
indi
cate
dre
mar
kabl
e si
mila
rity
bet
wee
n th
e fe
mal
ean
d m
ale
view
s of
sci
ence
in th
is s
even
th-
grad
e cl
assr
oom
. How
ever
, the
que
stio
nsab
out c
lass
mat
es p
oint
ed o
ut th
at b
oth
boys
and
gir
ls te
nded
to m
ake
mor
ene
gativ
e co
mm
ents
abo
ut s
tude
nts
of th
eop
posi
te g
ende
r th
an th
ey d
id a
bout
thei
row
n. C
ombi
ning
the
stud
ent r
espo
nses
,th
ere
wer
e fe
wer
pos
itive
ans
wer
s ab
out
the
boys
in s
cien
ce th
an th
ere
wer
e ab
out
the
girl
s.
B. D
iagr
am o
f V
ideo
tape
Pat
tern
s
The
vid
eota
pes
show
ed la
b w
ork
and
hand
s, b
ut n
ot f
aces
. To
stud
y th
e ta
pes
Ipl
ayed
them
at f
ast-
forw
ard
spee
d to
wat
chfo
r pa
ttern
s of
invo
lvem
ent.
I us
ed a
diag
ram
(D
iagr
am A
) th
at s
how
s th
ree
basi
c pa
ttern
s of
sha
ring
lab
equi
pmen
t.So
me
pair
s of
stu
dent
s pl
aced
the
lab
tray
equi
dist
ant b
etw
een
them
for
con
veni
ent
CH
AN
GE
IN
AC
TIO
N
acce
ss. O
ther
stu
dent
s pa
ssed
the
tray
bac
kan
d fo
rth
peri
odic
ally
. Som
e st
uden
ts,
how
ever
, pla
ced
the
tray
dir
ectly
in f
ront
of th
emse
lves
and
use
d va
riou
s te
chni
ques
to "
bloc
k" th
e pa
rtne
r fr
om e
quita
ble
part
icip
atio
n. A
fter
rec
ordi
ng th
ese
patte
rns
of tr
ay lo
catio
n, I
then
vie
wed
the
tape
s at
nor
mal
spe
ed a
nd u
sed
ast
opw
atch
to ti
me
the
num
ber
of m
inut
esof
act
ive
hand
s-on
invo
lvem
ent o
f ea
chpa
rtne
r.I
calc
ulat
ed e
ach
pers
on's
perc
enta
ge o
f to
tal p
artic
ipat
ion
for
that
lab
team
and
gra
phed
the
resu
lts.
C. F
our
Inte
rvie
ws
I st
udie
d fo
ur s
tude
nts
in g
reat
er d
etai
l by
aski
ng th
em s
ix q
uest
ions
:
Tel
l me
abou
t you
r ex
peri
ence
inth
is la
b.W
ho to
uche
d th
e an
imal
mor
e, y
ouor
you
r pa
rtne
r?W
ho d
id m
ost o
f th
e w
ritin
g on
the
lab
pape
r?Is
that
the
way
you
rea
lly w
ante
d it
to b
e?
PAG
E 8
8
178
CL
OSE
UPS
Dia
gram
AD
iagr
am o
f Pa
ttern
s of
Inv
olve
men
t
Patte
rn #
1:T
ray
is e
quid
ista
nt b
etw
een
part
ners
for
equ
al a
cces
sth
roug
hout
lab
activ
ity.
Patte
rn #
2:T
ray
is p
asse
d ba
ck a
nd f
orth
per
iodi
cally
bet
wee
npa
rtne
rs f
or e
qual
acc
ess
thro
ugho
ut la
b ac
tivity
.
Patte
rn #
3:T
ray
is k
ept d
irec
tly in
fro
nt o
f on
e of
the
part
ners
who
dom
inat
es th
e ha
nds-
on p
artic
ipat
ion
thro
ugho
ut la
bac
tivity
Whe
n gi
rls
and
boys
are
wor
king
toge
ther
in th
e la
b, d
oes
one
or th
eot
her
usua
lly "
take
con
trol
" of
the
activ
ity a
gain
st th
e ot
her's
wis
hes?
If a
lab
stud
ent w
ould
eve
r fe
el th
athi
s/he
r pa
rtne
r is
not
letti
ng h
im/
her
do w
hat t
hey
wan
t to
do, w
hat
is th
e be
st w
ay to
mak
e th
ings
bette
r?
118
1PA
GE
89
Alth
ough
gra
phs
are
usua
llyas
soci
ated
with
quan
titat
ive
stud
ies,
I u
sed
this
tech
niqu
equ
alita
tivel
y as
ato
ol f
or s
eein
gpa
ttern
s, n
otst
atis
tics.
The
se in
terv
iew
s de
mon
stra
ted
that
ineq
uitie
s do
som
etim
es o
ccur
. Mor
eove
r,co
mpa
ring
thes
e in
terv
iew
s w
ith th
ere
sults
of
the
vide
otap
e st
udy,
it b
ecom
esap
pare
nt th
at e
ven
whe
n a
pers
on is
com
plet
ely
awar
e th
at th
ey a
re b
eing
bloc
ked
out o
f eq
ual p
artic
ipat
ion,
it is
poss
ible
that
the
part
ner
and
even
the
teac
her
are
not f
ully
und
erst
andi
ng th
esi
tuat
ion.
Eve
n th
e bl
ocke
d pa
rtne
r ca
n be
unsu
re o
f w
hat t
o do
. In
othe
r ca
ses,
the
inte
rvie
ws
and
vide
o da
ta s
how
that
eve
nth
e vi
ctim
of
the
bloc
king
is s
omet
imes
unaw
are
of th
e in
equi
ty S
ee E
xhib
it B
on
the
follo
win
g pa
ge f
or a
n ex
ampl
e of
com
pari
ng in
terv
iew
res
pons
es.
D. D
ata
Ana
lysi
s Pr
oces
s
The
sev
ente
en g
raph
s in
clud
ed in
the
port
folio
dis
play
the
patte
rns
that
deve
lope
d du
ring
my
rese
arch
. Alth
ough
grap
hs a
re u
sual
ly a
ssoc
iate
d w
ithqu
antit
ativ
e st
udie
s, I
use
d th
is te
chni
que
qual
itativ
ely
as a
tool
for
see
ing
patte
rns,
not s
tatis
tics.
Lik
ewis
e, th
e in
terv
iew
and
vide
otap
es o
f fo
ur s
tude
nts
are
not m
eant
to g
ener
aliz
e th
at th
ese
resu
lts h
appe
n al
lof
the
time.
The
y ar
e pr
esen
ted
here
to
CH
AN
GE
IN
AC
TIO
N
dem
onst
rate
wha
t is
poss
ible
. Whe
nFe
mal
e "A
" ta
lked
abo
ut b
eing
den
ied
acce
ss, t
he v
ideo
dra
mat
ical
ly s
how
ed th
atsh
e re
ally
wan
ted
to p
artic
ipat
e in
the
diss
ectio
n, b
ut w
as v
erba
lly a
nd p
hysi
cally
bloc
ked
by th
e do
min
atin
g m
ale
part
ner.
Ana
lysi
s of
the
situ
atio
n do
es n
ot s
ay th
atth
is is
com
mon
, but
it is
evi
denc
e th
atpr
oble
ms
do e
xist
.
Sam
ple
grap
h:
501.
Sci
ence
Car
eers
: Sup
port
from
Frie
nds
0 F
emal
e4
0 M
ale
3 2 1
Pos
itive
Neu
tral
Neg
ativ
eB
lank
Dur
ing
this
act
ivity
bot
h st
uden
ts a
gree
dth
at th
e m
ale
part
ner
did
mos
t of
the
touc
hing
of
the
spec
imen
. In
inte
rvie
ws
follo
win
g th
e la
b, b
oth
stud
ents
indi
cate
dth
at th
e fe
mal
e pa
rtne
r di
d no
t wan
t to
PAG
E 9
0
182
183
CL
OSE
UPS
touc
h th
e de
ad a
nim
al. H
owev
er, t
hevi
deot
ape
show
ed th
at th
ere
wer
e se
vera
ltim
es w
hen
she
atte
mpt
ed to
take
an
activ
e
role
in th
e di
ssec
tion,
but
was
ver
bally
reje
cted
or
phys
ical
ly b
lock
ed.
Exh
ibit
BW
hich
par
tner
had
gre
ater
han
ds-o
n in
volv
emen
t dur
ing
this
lab
activ
ity?
100 95 90 85
--80
--75
-70
+-
65--
60-
55--
50-
45--
40--
35 20--
15--
10-
Pai
r A
: Tou
chin
g A
nim
al (
Per
cent
age
of T
ime
Ow
n V
iew
Par
tner
'sV
ideo
Fem
ale
Par
tner
0 M
ale
Par
tner
184
BE
ST
Cop
yM
AIL
AB
LE18
5P
AG
E 9
1
Thi
s ex
ampl
esh
ows
how
jour
nalin
g an
dco
llabo
ratio
nca
n al
low
ape
rson
tode
velo
p id
eas.
Sect
ion
4: E
vide
nce
of R
efle
ctio
n
A. G
ende
r E
quity
Iss
ues:
Jou
rnal
Ent
ry a
ndIn
vest
men
t Bro
chur
e
It w
ould
not
be
appr
opri
ate
to tr
y to
rec
ord
here
all
of th
e re
flec
tion
that
I d
id r
egar
ding
gend
er e
quity
. Ins
tead
, I a
m p
rovi
ding
just
one
sam
ple
to s
how
how
"of
f-th
e-w
all"
jour
nal r
efle
ctio
n ca
n ap
pear
. Yet
this
exam
ple
show
s ho
w jo
urna
ling
and
colla
bora
tion
can
allo
w a
per
son
to d
evel
opid
eas.
Fol
low
ing
this
pag
e I
have
inse
rted
a co
py o
f "T
he N
avig
ator
," a
new
slet
ter
for
retir
emen
t pla
nnin
g. (
Whe
n I
ran
acro
ss it
at th
e be
ginn
ing
of th
is a
ctio
n re
sear
chpr
ojec
t, I'm
sur
e th
at th
e te
rms
"equ
ity"
and
"bal
ance
d po
rtfo
lio"
mus
t hav
e ca
ught
my
atte
ntio
n, a
lthou
gh h
ere
they
wer
e on
lyta
lkin
g ab
out m
oney
.) W
hat r
eally
mat
tere
d, th
ough
, was
my
reac
tion
to th
eph
otog
raph
s. T
his
is a
n ex
cerp
t fro
m m
yjo
urna
l reg
ardi
ng th
at in
vest
men
tne
wsl
ette
r:
2/7/
96
Bac
k a
few
mon
ths
ago
whe
n G
inge
r an
d I
wer
e di
scus
sing
that
inve
stm
ent b
roch
ure
CH
AN
GE
IN
AC
TIO
N
that
had
thos
e in
tere
stin
g ph
otos
, we
wer
elo
okin
g at
the
one
on th
e fr
ont t
hat s
how
edw
hat w
e co
nsid
er "
med
ia b
ias"
that
sub
tlypr
ojec
ts th
e m
ale
as th
e le
ader
, the
one
who
pulls
the
wei
ght,
the
activ
e pa
rtic
ipan
t, th
eri
sk-t
aker
. The
fem
ale
in th
e ph
oto
was
the
follo
wer
, the
one
who
pas
sive
ly is
led
dow
n th
e pa
th a
nd p
rote
cted
by
the
mal
e.O
n th
e ba
ck o
f th
at s
ame
new
slet
ter,
aga
inth
e m
ale
was
the
activ
e bu
ilder
and
the
fem
ale
was
the
enco
urag
er. W
hen
we
wen
tto
see
the
mov
ie "
Whi
te M
an's
Bur
den"
last
wee
k, a
new
twis
t pop
ped
into
my
min
d.R
ole
reve
rsal
!!!
Try
to im
agin
e in
equi
tabl
esi
tuat
ions
with
the
role
s re
vers
ed, a
nd it
beco
mes
eve
n cl
eare
r ho
w d
iffe
rent
the
gend
ers
are
port
raye
d. O
n th
e ba
ck p
hoto
,if
the
boy
had
been
wat
chin
g w
hile
the
girl
did
the
build
ing,
how
doe
s it
mak
e yo
ure
act?
May
be n
o di
ffer
ent?
How
abo
utw
onde
ring
if s
ome
peop
le m
ight
just
assu
me
the
pass
ive
boy
is "
lazy
" w
hile
apa
ssiv
e gi
rl is
just
"be
ing
natu
ral"
? H
owsh
ould
a b
oy o
r gi
rl a
ct in
this
situ
atio
n?A
re th
ey d
iffe
rent
by
natu
re?
If s
o, w
hy?
If n
ot, t
hen
why
wou
ld r
ole
reve
rsal
look
so u
ncom
fort
able
?
'PA
GE
92
-61
8 7
CL
OSE
UPS
Or
bette
r ye
t, ta
ke a
-loo
k at
the
phot
o ag
ain
on th
e fr
ont.
If y
ou r
ever
se th
e ro
les
ther
e,su
dden
ly y
ou w
ould
see
a m
ale
with
his
hand
in th
e ba
ck o
f th
e sh
orts
of
the
fem
ale.
Not
at a
ll as
acc
epta
ble
as w
hat w
e se
e in
the
real
pho
to!
Just
as
we
mig
ht n
otic
e a
guy
pulli
ng o
n th
e pa
nts
of a
you
ng la
dy,
we
mig
ht ju
st a
s ea
sily
be
star
tled
by a
phot
o of
the
fem
ale
pulli
ng a
ll of
the
wei
ght
whi
le th
e gu
y ju
st r
ides
alo
ng. T
here
are
som
e re
al d
iffe
renc
es h
ere.
Man
yqu
estio
ns, m
any
issu
es, m
any
bias
es, a
ndm
uch
to le
arn
abou
t.
B.
Ref
lect
ion
on th
e A
ctio
n R
esea
rch
Proc
ess:
Jou
rnal
Ent
ries
Just
as
my
jour
nal s
how
s m
enta
lex
plor
atio
n of
gen
der
topi
cs, i
t als
o sh
ows
an a
ttem
pt to
lear
n ab
out t
he a
ctio
nre
sear
ch p
roce
ss it
self
:
9/30
/95
Thi
s w
hole
idea
of
actio
n re
sear
ch is
so
intim
idat
ing
to m
e. B
ut to
day
it st
arte
d to
take
foc
us. T
he c
onfu
sion
of
a ne
w ta
skca
n m
ake
a pe
rson
fee
l lik
e su
ch a
nou
tsid
er. M
y m
enta
l sta
te f
eels
sim
ilar
toho
w I
fel
t out
side
the
foot
ball
stad
ium
toda
y. A
t fir
st, t
here
is s
impl
y cu
rios
ity I
won
dere
d ho
w th
e ga
me
was
goi
ng. T
hen
you
star
t to
reac
t to
the
crow
d no
ises
. The
resh
ould
be
no m
ista
king
a C
ornh
uske
rto
uchd
own.
But
whi
le w
e w
ere
wor
king
on th
e st
eps,
ther
e w
as a
pai
nful
abs
ence
of h
ome-
crow
d no
ise.
The
n yo
u st
art t
ofo
cus
inon
the
loud
spea
ker
anno
unce
men
ts a
fter
eac
h pl
ay. T
hepi
ctur
e of
the
gam
e's
prog
ress
fin
ally
take
ssh
ape,
but
you
hav
e a
long
way
to g
o to
get t
he f
ull s
et o
f de
tails
. Wel
l, th
at's
how
my
actio
n re
sear
ch p
roje
ct f
eels
rig
ht n
ow.
I'm a
n ou
tsid
er to
the
proc
ess.
I'm
appr
ehen
sive
. But
info
rmat
ion
and
indi
cato
rs a
re b
egin
ning
to f
ilter
in. I
'mst
artin
g to
see
som
ethi
ng.
11/1
8/95
I'm s
till h
ung
up o
ver
"sam
ple
size
." T
hey
stre
ssed
to u
s to
day
that
we
can
limit
our
rese
arch
to a
few
indi
vidu
als
in o
rder
tom
ake
it m
anag
eabl
e. I
'm n
ot u
sed
to th
atat
all.
I w
ant t
o co
llect
dat
a fr
om a
s m
any
peop
le a
s po
ssib
le in
ord
er to
app
ly th
ere
sults
. But
De
keep
s po
intin
g ou
t tha
t we
are
not i
nter
este
d in
gen
eral
izab
ility
. She
wan
ts u
s to
rea
lize
that
we
are
doin
gre
sear
ch in
the
cont
ext o
f ou
r ow
ncl
assr
oom
situ
atio
ns, a
nd w
e do
not
hav
eto
wor
ry a
bout
app
lyin
g th
e re
sults
The
con
fusi
on o
fa
new
task
can
mak
e a
pers
onfe
el li
ke s
uch
anou
tsid
er.
,488
PAG
E93
But
the
fact
isth
at I
can
not u
se,
on a
dai
ly b
asis
,al
l of
the
grea
tst
uff
that
I h
ave
been
exp
osed
toov
er 2
3 ye
ars.
univ
ersa
lly. I
'm f
rom
a tr
aditi
onal
sci
ence
back
grou
nd, s
o th
at s
till f
eels
a b
it fo
reig
nto
me.
But
it's
sta
rtin
g to
mak
e se
nse.
So
if I
giv
e su
rvey
s to
all
of m
y st
uden
ts, b
utvi
deo
only
fou
r of
them
, and
then
inte
rvie
w th
em a
fter
war
d, I
can
get
thre
edi
ffer
ent s
ourc
es o
f da
ta th
at w
ill g
ive
me
valid
dat
a, e
ven
if n
ot u
nive
rsal
lyap
plic
able
.
3/2/
96
I w
as im
pres
sed
toda
y w
ith th
e ex
cite
men
tth
at e
very
one
has
abou
t the
ir o
wn
rese
arch
,as
wel
l as
the
inte
rest
they
sho
w in
oth
erpe
ople
's w
ork.
How
ever
, the
re w
as o
nest
riki
ng p
robl
em th
at s
urfa
ced
agai
n an
dag
ain.
It s
eem
s th
at w
e si
mpl
y do
n't h
ave
the
time
to d
o w
hat c
ould
or
shou
ld b
edo
ne f
or o
ur s
tude
nts.
Tak
e as
sess
men
tis
sues
, for
exa
mpl
e. H
ow w
onde
rful
itw
ould
be
to h
ave
the
time
to d
esig
n an
dus
e ru
bric
s th
at w
e sa
w to
day.
And
ope
n-en
ded
surv
ey q
uest
ions
. And
jour
nalin
gw
ith a
ppro
pria
te f
eedb
ack.
The
teac
hers
who
do
use
them
are
mak
ing
the
time,
but
usua
lly w
e fi
nd th
at th
ere
is s
ome
spec
ial
fact
or th
at a
llow
s it.
May
be it
's ju
st th
e
CH
AN
GE
IN
AC
TIO
N
extr
a dr
ive
that
a p
erso
n ge
ts w
hen
they
are
taki
ng a
cou
rse
or w
orki
ng o
n a
degr
ee.
Or
may
be th
ey a
re w
orki
ng w
ith s
mal
lcl
ass
size
s. O
r ha
ve a
spe
cial
ass
ista
nt o
rai
de o
f so
me
type
. Or
wha
teve
r. B
ut th
ese
ntim
ent t
hat c
ame
out s
ever
al ti
mes
was
that
as
soon
as
this
res
earc
h pr
ojec
t is
over
,m
any
of th
e sp
ecia
l eff
orts
will
cea
se. E
ven
thou
gh it
is c
lear
to e
very
one
that
thos
eef
fort
s ar
e be
nefi
cial
to th
e st
uden
t.
Thi
s re
min
ds m
e of
all
the
wor
ksho
ps I
've
atte
nded
ove
r 23
yea
rs o
f te
achi
ng, a
ll th
eco
urse
s I'v
e ta
ken,
all
the
in-s
ervi
ces,
conf
eren
ces,
etc
. Not
to m
entio
n al
l the
clas
sroo
m e
xper
ienc
es. Y
ou w
ould
thin
kth
at b
y no
w I
wou
ld n
ot b
e fr
ustr
ated
inth
e cl
assr
oom
. I s
houl
d ha
ve m
ost o
f th
ean
swer
s I
need
. But
the
fact
is th
at I
can
not
use,
on
a da
ily b
asis
, all
of th
e gr
eat s
tuff
that
I h
ave
been
exp
osed
to o
ver
23 y
ears
.T
ime
and
agai
n, I
com
e ac
ross
an
idea
that
rem
inds
me
that
I h
ave
been
aw
are
of th
atpa
rtic
ular
sol
utio
n fo
r qu
ite s
ome
time,
but
have
not
bee
n us
ing
it. B
ecau
se it
was
too
drai
ning
to c
ontin
ue. O
r to
o tim
e-co
nsum
ing
to s
et u
p.
PAG
E 9
4
9019
.1'
CL
OSE
UPS
Sect
ion
5: E
vide
nce
of C
olla
bora
tion
A. C
ritic
al F
rien
d: E
-mai
l Cor
resp
onde
nce
At t
he b
egin
ning
of
this
pro
ject
,m
yfi
rst
choi
ce f
or a
cri
tical
fri
end
was
Pat
tiSe
vers
on a
t Om
aha
Bry
an.
I w
ante
d to
choo
se a
pers
onw
ho w
asea
ger
to h
elp
and
with
who
m I
had
a g
reat
wor
king
rela
tions
hip.
Pat
ti ha
s be
en s
o he
lpfu
l on
our
PEE
RS
Aca
dem
y w
ork,
and
she
agr
eed
with
ent
husi
asm
to a
ssis
t me
in th
is p
roje
ctof
act
ion
rese
arch
.W
hat I
did
not
antic
ipat
e w
as m
y ow
n bu
sy te
achi
ngsc
hedu
le.
Patti
and
I d
id n
ot h
ave
anal
read
y-es
tabl
ishe
d pa
ttern
of
getti
ngto
geth
er, a
nd I
did
not
mak
e th
e ef
fort
tose
t up
mee
ting
times
.
Wha
t evo
lved
nat
ural
ly w
as th
at S
ue K
oba
beca
me
my
criti
cal f
rien
d. O
ur o
ngoi
ngco
mm
unic
atio
n si
nce
our
days
of
wor
king
toge
ther
on
the
SPA
RC
S Pr
ojec
t gav
e us
an
idea
l mec
hani
sm f
or d
iscu
ssin
gm
yre
sear
ch. W
e co
mm
unic
ated
by
e-m
ail,
tele
phon
e, b
reak
fast
mee
tings
, din
ner
mee
tings
and
soc
ial a
ctiv
ities
. Sue
bec
ame
a va
luab
le r
esou
rce
for
my
gend
er e
quity
rese
arch
. Col
labo
ratio
n E
xam
ple
1 on
the
next
pag
e is
an
exce
rpt o
f an
e-m
ail
com
mun
icat
ion
that
dem
onst
rate
s th
e ty
peof
sha
ring
rel
atio
nshi
p th
is w
as.
B. C
olla
bora
tors
: Jou
rnal
Ent
ry a
nd E
mai
lC
orre
spon
denc
e
My
colla
bora
tors
on
this
pro
ject
wer
e th
epe
ople
fro
m O
mah
a N
orth
Hig
h. T
om,
Gin
ger,
Ste
ve, E
lain
e an
d D
eird
ra w
ere
all
wor
king
on
issu
es o
f he
tero
gene
ous
grou
ping
s, a
nd o
ur s
uppo
rt f
or e
ach
othe
ris
sho
wn
in th
e fo
llow
ing
exce
rpts
:
11/1
8/95
Jou
rnal
We
lear
ned
mor
e ab
out t
hepr
oces
s to
day.
The
am
azin
g fa
ct is
that
eve
ryth
ing
beco
mes
ric
her
in u
nder
stan
ding
whe
n a
pers
on h
as o
ther
peo
ple
to ta
lk w
ith. T
heca
rpoo
ling
from
Om
aha
to L
inco
ln is
awes
ome.
Tal
king
all
the
way
with
Tom
and
Gin
ger
and
Ela
ine
give
s us
a c
hanc
eto
dig
dee
per
into
issu
es in
a w
ay th
at w
eca
nnot
see
m to
acc
ompl
ish
in o
ther
setti
ngs.
just
isn'
t the
tim
e in
are
gula
r da
y to
com
mun
icat
e th
is w
ay.
The
re ju
st is
n't
the
time
in a
regu
lar
day
toco
mm
unic
ate
this
way
.
192:
PAG
E 9
5
CH
AN
GE
IN
AC
TIO
N
Col
labo
ratio
n E
xam
ple
1
Dat
e: M
on, 2
9 Ja
n 19
96 1
6:59
:49
-060
0 (C
ST)
From
: Sus
an K
oba
<sk
oba@
ops.
esu1
9.k1
2.ne
.us>
To:
"Fr
ank
A. T
wor
ek"
<ft
wor
ek@
ops.
esu1
9.k1
2.ne
.us>
Subj
ect:
Re:
mov
ie
Fran
k,
I fi
nd it
impo
ssib
le to
res
pond
at l
engt
h to
you
r la
st m
essa
ge. T
here
was
sim
ply
too
muc
h th
ere.
I w
ill m
ake
a ha
rd c
opy
and
pond
er it
at l
engt
h an
d th
en w
e ca
n ta
lk o
nW
edne
sday
. Yes
, Wed
nesd
ay s
ound
s go
od s
ince
Kel
ly a
nd I
don
't ha
ve c
lass
. How
ever
,I
thin
k w
e ha
ve a
4 p
.m. m
eetin
g in
Lin
coln
. Did
you
two
talk
tim
es?
The
mov
ie, W
hite
Man
's B
urde
n, h
as e
lude
d m
e se
vera
l tim
es, s
o I
am e
xcite
d ab
out c
atch
ing
it th
is ti
me.
Frid
ay is
stil
l on,
as
far
as I
'm c
once
rned
. In
term
s of
bri
ngin
g st
uff,
you
r br
ain
will
be
good
. Min
e se
ems
to b
e dr
aini
ng r
ecen
tly, s
o I'l
l dep
end
on y
ou. I
hav
e a
copy
of
Gra
ndm
othe
r's N
ose.
I h
ave
old
copi
es o
f Sc
ienc
e Sc
ope.
I h
ave
the
Mul
ticul
tura
lJo
urna
l. I
have
wri
ting
info
for
Ed
Lea
ders
hip,
but
I th
ink
we
shou
ld f
ocus
tow
ard
Mid
dle
Scho
ol...
we
can
look
at i
t tho
ugh.
As
with
you
, so
muc
h ha
s ha
ppen
ed, a
nd th
ere
is m
uch
I'd li
ke to
talk
to y
ou a
bout
.N
ever
eno
ugh
time.
I'll
see
wha
t I c
an d
o ab
out b
ring
ing
that
son
g on
Wed
. I d
id ty
peou
t the
wor
ds, s
o I
can
brin
g th
at. O
ther
wis
e, w
e'll
be c
erta
in to
list
en o
n Fr
iday
. See
you
soon
.
Sue
CL
OSE
UPS
Col
labo
ratio
n E
xam
ple
2
Dat
e: W
ed, 7
Feb
199
6 10
:25:
57 -
0600
(C
ST)
From
: Col
labo
rato
rT
o: "
Fran
k A
. Tw
orek
" <
ftw
orek
@op
s.es
u19.
k12.
ne.u
s>Su
bjec
t: H
i
Hi F
rank
,M
y ac
tion
rese
arch
is c
ausi
ng m
e so
me
dist
ress
I ju
st d
on't
know
wha
t it i
s I
amtr
ying
to f
ind
out a
nd th
eref
ore
I do
n't k
now
if I
am
ass
essi
ng e
very
thin
g co
rrec
tly. I
need
hel
p. I
wan
t to
just
dro
p ou
t. Is
this
an
optio
n? W
e do
nee
d to
mee
t and
may
behe
lp e
ach
othe
r ou
t bef
ore
the
Mar
ch 2
3rd
mee
ting.
Cou
ld w
e m
eet s
ome
Sat.
at th
eR
adia
l Caf
e or
som
ewhe
re li
ke th
at?
May
be w
e co
uld
all m
eet b
y th
e en
d of
this
mon
th?
Giv
e m
e so
me
feed
bac
k-th
e ot
hers
are
sitt
ing
here
and
agr
ee th
at th
ey w
ould
like
to m
eet t
oo. W
E a
re a
ll lo
st!
Col
labo
ratio
n E
xam
ple
3
Dat
e: W
ed, 7
Feb
199
6 11
:48:
11 -
0600
(C
ST)
From
: "Fr
ank
A. T
wor
ek"
<ft
wor
ek@
ops.
esu1
9.k1
2.ne
.us>
To:
Col
labo
rato
rSu
bjec
t: R
e: H
i
Con
side
ring
dro
ppin
g ou
t? N
o, th
at o
ptio
n do
es n
ot e
xist
. In
fact
, thi
s w
hole
pro
ject
seem
s ge
ared
tow
ard
find
ing
our
way
in th
e da
rk. D
isco
veri
ng n
ew id
eas
in th
eun
know
n. I
thin
k w
e're
all
lost
and
that
mea
ns w
e're
in th
e ri
ght p
lace
. No
mat
ter
wha
t we
end
up le
arni
ng, i
t will
be
NE
W L
EA
RN
ING
. Eve
n if
it's
onl
y a
tiny
bit.
Eve
n if
it's
som
ethi
ng w
e di
dn't
expe
ct. E
ven
if it
's s
omet
hing
we
wis
h w
e ha
dne
ver
foun
d ou
t. T
hat's
RE
AL
LE
AR
NIN
G. O
000.
..doe
sn't
this
sou
nd g
reat
? I
mus
t hav
e ju
mpe
d up
on
a so
apbo
x ju
st n
ow. P
ictu
re m
e w
ith m
y ri
ght h
and
poin
ting
to th
e sk
y an
d m
y le
ft h
and
tuck
ed in
side
my
vest
as
gold
en w
ords
spe
wfo
rth
upon
the
eage
r m
inds
of
my
capt
ive
audi
ence
.
197
PAG
E 9
7
CH
AN
GE
IN
AC
TIO
N
Sect
ion
6: E
vide
nce
of R
evie
w o
f O
utsi
de R
esou
rces
Am
eric
an A
ssoc
iatio
n of
Uni
vers
ity W
omen
. (19
92).
The
AA
LIW
rep
ort:
How
sch
ools
shor
tcha
nge
girl
s. W
ashi
ngto
n, D
C: t
he A
AU
W E
duca
tiona
l Fou
ndat
ion.
Bak
er, D
ale.
(19
83).
Can
the
diff
eren
ce b
etw
een
mal
e an
d fe
mal
e sc
ienc
e m
ajor
s ac
coun
tfo
r th
e lo
w n
umbe
r of
wom
en a
t the
doc
tora
l lev
el in
sci
ence
? Jo
urna
l of
Col
lege
Scie
nce
Tea
chin
g, 1
3(2)
, 102
-107
.
Bak
er, D
ale
and
Lea
ry, R
osem
ary
(199
3). D
o T
each
ers
Cre
ate
Gen
der
Dif
fere
nces
inA
ttitu
de?
Pres
ente
d at
the
1993
Ann
ual M
eetin
g of
the
Nat
iona
l Sci
ence
Tea
cher
sA
ssoc
iatio
n. A
pril
5, 1
993.
Bla
ke, S
ally
(A
pr 1
993)
. Are
You
Tur
ning
Fem
ale
and
Min
ority
Stu
dent
s A
way
fro
mSc
ienc
e? S
cien
ce a
nd C
hild
ren,
30(
7),3
2-35
.
Bus
hwel
ler,
Kev
in (
May
199
4). T
urni
ng O
ur B
acks
on
Boy
s. T
he A
mer
ican
Sch
ool B
oard
Jour
nal,
181(
5), 2
0-25
.
Cha
ndle
r, P
aulin
e S.
(Ja
n 19
94).
The
Gen
der
Equ
ity Q
uiz.
Lea
rnin
g 94
, 22(
5), 5
7.
Flyn
n, V
aler
ie a
nd C
ham
bers
, Rog
er D
avid
(Ja
n 19
94).
Pro
mot
ing
Gen
der
Equ
ity -
Wha
t You
Can
Do.
Lea
rnin
g 94
, 22(
5), 5
8-59
.
Har
ris,
J.,
Silv
erst
ein,
J.,
and
And
rew
s, D
. (19
89).
Edu
catin
g th
e M
ajor
ity. N
ew Y
ork:
Mac
mill
an.
Koe
rtge
, Nor
etta
(19
94).
Are
Fem
inis
ts A
liena
ting
Wom
en F
rom
the
Scie
nces
? T
heC
hron
icle
of
Hig
her
Edu
catio
n, 4
1(3)
, 80.
PAG
E 9
8
188
199-
CL
OSE
UPS
Kru
schw
itz, K
ate
and
Pete
r, C
arol
yn M
cClin
tock
(19
95).
All-
Gir
l Set
tings
for
Tea
chin
gM
ath
and
Scie
nce.
The
Edu
catio
n D
iges
t, Fe
b 19
95, 6
0-64
.
Man
n, J
udy
(Oct
199
4). B
ridg
ing
the
Gen
der
Gap
: How
Gir
ls L
earn
. Str
eam
lined
Sem
inar
(Nat
iona
l Ass
ocia
tion
of E
lem
enta
ry S
choo
l Pri
ncip
als)
, 13(
2).
Polli
na, A
nn (
Sep
1995
). G
ende
r B
alan
ce: L
esso
ns f
rom
Gir
ls in
Sci
ence
and
Mat
hem
atic
s. E
duca
tiona
l Lea
ders
hip,
53(
1), 3
0-33
.
Ros
en, M
aggi
e (N
ov 1
995)
. Add
ress
ing
Gen
der
Equ
ity in
Mid
dle
Scho
ol. P
rinc
ipal
,75
(2),
44-
46.
Sadk
er, M
yra.
and
Sad
ker,
Dav
id. (
1994
). F
ailin
g at
Fai
rnes
s: H
ow A
mer
ica'
s Sc
hool
sC
heat
Gir
ls. N
ew Y
ork:
C. S
crib
ner's
Son
s.
Sago
r, R
icha
rd (
1992
). H
ow to
Con
duct
Col
labo
rativ
e A
ctio
n R
esea
rch.
Ale
xand
ria,
VA
:A
ssoc
iatio
n fo
r Su
perv
isio
n an
d C
urri
culu
m D
evel
opm
ent.
Shak
esha
ft, C
haro
l (W
inte
r 19
95).
Ref
orm
ing
Scie
nce
Edu
catio
n to
Inc
lude
Gir
ls. T
heor
yIn
to P
ract
ice,
34(
1), 7
4-79
.
Tob
ias,
She
ila (
Sep
1994
). K
eep
Cul
ture
fro
m K
eepi
ng G
irls
Out
of
Scie
nce.
The
Edu
catio
nD
iges
t, 60
(1),
19-
20.
Wei
nbur
gh, M
olly
H. a
nd E
ngle
hard
, Geo
rge
(199
4). G
ende
r, P
rior
Aca
dem
icPe
rfor
man
ce a
nd B
elie
fs a
s Pr
edic
tors
of
Atti
tude
s T
owar
d B
iolo
gy L
abor
ator
yE
xper
ienc
es. S
choo
l Sci
ence
and
Mat
hem
atic
s, 9
4(3)
, 118
-123
.
2 O
.20
1PA
GE
99
Bak
er, D
ale
and
Lea
ry, R
osem
ary
(199
3).
Do
Tea
cher
s C
reat
e G
ende
r D
iffe
renc
es in
Atti
tude
? Pr
esen
ted
at th
e 19
93 A
nnua
lM
eetin
g of
the
Nat
iona
l Sci
ence
Tea
cher
sA
ssoc
iatio
n. A
pril
5, 1
993.
The
aut
hors
of
this
stu
dy u
sed
inte
rvie
ws
and
a Se
nten
ce C
ompl
etio
n T
est i
nste
ad o
ffo
rced
-cho
ice
stan
dard
ized
inst
rum
ents
toex
amin
e ge
nder
dif
fere
nces
in a
ttitu
deto
war
d sc
ienc
e. T
he s
tudy
invo
lved
108
4st
uden
ts in
gra
des
2, 5
, 8 a
nd 1
1 fr
om a
sing
le m
iddl
e to
upp
er-m
iddl
e cl
ass
pred
omin
atel
y w
hite
com
mun
ity. T
hey
foun
d m
ore
sim
ilari
ties
than
dif
fere
nces
betw
een
boys
and
gir
ls.
In f
act,
gend
erdi
ffer
ence
s w
hich
hav
e be
en o
bser
ved
inot
her
stud
ies
usin
g st
anda
rdiz
ed p
aper
and
penc
il as
sess
men
ts d
o no
t occ
ur w
hen
boys
and
girl
s ar
e al
low
ed to
wri
te a
nd ta
lkab
out s
cien
ce. O
ne d
istu
rbin
g di
ffer
ence
did
surf
ace,
how
ever
, reg
ardi
ng th
e ef
fect
of te
achi
ng s
tyle
on
attit
ude.
The
sere
sear
cher
s fo
und
that
stu
dent
-cen
tere
dcl
assr
oom
s ap
pear
to b
e le
ss li
kely
topr
omot
e po
sitiv
e at
titud
es to
war
d sc
ienc
efo
r gi
rls,
and
teac
her-
cent
ered
cla
ssro
oms
are
asso
ciat
ed w
ith b
oys
hold
ing
nega
tive
view
s ab
out g
irls
in s
cien
ce. T
hey
sugg
est
CH
AN
GE
IN
AC
TIO
N
that
fur
ther
res
earc
h is
nee
ded
in th
e ar
eaof
stu
dent
per
cept
ions
and
atti
tude
sto
war
d sc
ienc
e.
My
reac
tion
to th
is s
tudy
cen
ters
aro
und
this
con
trov
ersy
: "D
o fe
mal
es h
ave
diff
icul
ty in
sci
ence
and
mat
h be
caus
e of
the
teac
her,
the
subj
ect m
atte
r, o
r be
caus
eof
the
nega
tive
infl
uenc
es o
f th
e m
ales
inth
e cl
ass?
" M
ore
and
mor
e re
cent
pap
ers
prai
se th
e be
nefi
ts o
f al
l-fe
mal
e m
ath
and
scie
nce
clas
ses.
Thi
s st
udy
hint
s th
atst
uden
t-ce
nter
edcl
assr
oom
sar
edo
min
ated
by
mal
es, c
ausi
ng n
egat
ive
cons
eque
nces
for
the
fem
ales
.
Wei
nbur
gh, M
olly
H. a
nd E
ngle
hard
,G
eorg
e (1
994)
.G
ende
r, P
rior
Aca
dem
ic P
erfo
rman
ce a
ndB
elie
fs a
s Pr
edic
tors
of
Atti
tude
s T
owar
dB
iolo
gy L
abor
ator
y E
xper
ienc
es. S
choo
lSc
ienc
e an
d M
athe
mat
ics,
94(
3), 1
18-1
23.
The
pur
pose
of
this
stu
dy w
as to
inve
stig
ate
the
rela
tions
hips
bet
wee
nge
nder
, pri
or a
cade
mic
per
form
ance
,be
liefs
and
stu
dent
atti
tude
s to
war
d hi
ghsc
hool
bio
logy
labo
rato
ry e
xper
ienc
es. O
ne11
-ite
m s
cale
was
cre
ated
to m
easu
re
PAG
E 1
00
202
203
CL
OSE
UPS
stud
ent
attit
udes
tow
ard
biol
ogy
labo
rato
ry e
xper
ienc
es, a
nd a
sec
ond
11-
item
sca
le w
as d
esig
ned
to m
easu
rest
uden
t bel
iefs
abo
ut th
e be
nefi
ts o
f bi
olog
yla
bs.
Stat
istic
al a
naly
sis
was
don
eco
mpa
ring
the
resu
lts o
f th
ese
two
scal
esw
ith e
ach
othe
r, w
ith g
ende
r, a
nd w
ithG
PAs
in p
revi
ous
scie
nce
cour
ses.
Gen
der
had
a si
gnif
ican
t eff
ect o
n at
titud
es, w
ithfe
mal
es r
epor
ting
mor
e po
sitiv
e at
titud
esto
war
d bi
olog
y la
b th
an d
id m
ales
.Su
rpri
sing
ly, s
tude
nts
with
low
er G
PAs
inpr
evio
us s
cien
ce c
ours
es r
epor
ted
mor
e
posi
tive
attit
udes
tow
ard
biol
ogy
lab
than
stud
ents
with
hig
her
GPA
s. T
he s
tron
gest
corr
elat
ion
cam
e w
ith th
e da
ta in
dica
ting
that
stu
dent
s w
ho b
elie
ved
lab
expe
rien
ces
wer
e be
nefi
cial
had
mor
e po
sitiv
e at
titud
es.
The
aut
hors
sug
gest
ed th
at in
crea
sed
hand
s-on
lab
invo
lvem
ent i
s a
key
inde
alin
g w
ith s
tude
nts
havi
ng p
oor
prio
rac
adem
ic e
xper
ienc
es in
sci
ence
. The
qual
ity o
f th
ese
lab
expe
rien
ces
mus
t be
high
eno
ugh
to le
ave
stud
ents
bel
ievi
ngth
at th
e tim
e w
as p
rodu
ctiv
e.
204
205
PAG
E R
H
r
Wha
t sta
rted
this
year
as
an a
ctio
nre
sear
ch c
ours
efo
r co
llege
cre
dit
may
now
bec
ome
a st
anda
rd p
art o
fm
y te
achi
ng.
CH
AN
GE
IN
AC
TIO
N
Sect
ion
7: P
lan
of A
ctio
n
1.C
ontin
ue to
use
res
ourc
es th
at e
xplo
re g
ende
r eq
uity
Thi
s is
suc
h an
impo
rtan
tto
pic
that
man
y jo
urna
ls a
re d
evot
ing
spec
ial a
ttent
ion
to th
ese
issu
es.
For
exam
ple,
the
May
199
6 E
duca
tiona
l Lea
ders
hip
incl
udes
fiv
e ar
ticle
s on
gen
der
equi
ty in
its
"Con
tem
pora
ry I
ssue
s" s
ectio
n. K
eepi
ng u
p on
cur
rent
rese
arch
open
s ou
r ey
es to
man
y fa
cets
of
the
prob
lem
.
2.In
my
clas
ses
next
fal
l I p
lan
to u
se s
peci
al le
sson
s to
ale
rt th
e st
uden
ts to
the
prob
lem
s of
gen
der
ineq
uity
. If
that
bec
omes
an
impo
rtan
t foc
us r
ight
att
hebe
ginn
ing,
we
can
try
to le
t the
stu
dent
s th
emse
lves
bec
ome
the
clas
sroo
mob
serv
ers
thro
ugho
ut th
e ye
ar, c
heck
ing
for
ineq
uitie
s, a
nd s
earc
hing
for
solu
tions
.
3.I
hope
to d
evel
op th
e vi
deot
apin
g ac
tivity
aga
in in
cer
tain
lab
situ
atio
ns.
Show
ing
the
dom
inan
ce th
at h
appe
ned
in th
is y
ear's
tapi
ng c
an b
e a
pow
erfu
lto
ol, b
ut if
the
tape
is w
ith "
curr
ent"
stu
dent
s ne
xt y
ear,
it w
ill h
ave
a gr
eate
rim
pact
. Thi
s w
ill a
lso
give
an
oppo
rtun
ity f
or "
new
" di
scov
erie
s. I
n ot
herw
ords
,w
hat s
tart
ed th
is y
ear
as a
n ac
tion
rese
arch
cou
rse
for
colle
ge c
redi
t may
now
beco
me
a st
anda
rd p
art o
f m
y te
achi
ng.
4.M
ost i
mpo
rtan
t will
be
cont
inue
d co
llabo
ratio
n w
ith th
e te
ache
rs th
at I
wor
ked
with
on
this
pro
ject
. No
mat
ter
wha
t sha
pe m
y ne
xt y
ear's
res
earc
h ta
kes,
Iw
illbe
nefi
t fro
m th
eir
supp
ort.
5.Sh
arin
g th
e re
sults
of
the
rese
arch
will
be
an a
dditi
onal
ste
p. I
n ad
ditio
n to
our
cour
se's
min
i-co
nfer
ence
, I a
lrea
dy h
ave
mad
e a
pres
enta
tion
at th
e N
MSI
Equ
ityC
onfe
renc
e in
May
. I w
ill b
e al
ert t
o po
ssib
ilitie
s (s
uch
as N
AT
S) w
here
itm
ight
be a
ppro
pria
te to
giv
e ad
ditio
nal p
rese
ntat
ions
.
PAaE
102
201;
CL
OSE
UPS
Sect
ion
8: S
elf-
Des
igne
d Se
lf-A
sses
smen
t of
Port
folio
Rub
ric
(Thr
ee c
rite
ria,
eac
h w
ith f
our
leve
ls o
f pe
rfor
man
ce.)
A. S
core
on
the
Cou
rse
Rub
ric
4 O
f th
e po
ssib
le 1
6 po
ints
on
the
pred
eter
min
ed c
ours
e ru
bric
, ear
ned
13-1
6 po
ints
.
3 E
arne
d 9-
12 p
oint
s.2
Ear
ned
5-8
poin
ts.
1 E
arne
d 1-
4 po
ints
.
B. U
ser-
Frie
ndlin
ess
4 W
ell-
orga
nize
d an
d ea
sy to
rea
d.3
Req
uire
d in
form
atio
n is
all
here
, but
in s
ome
case
s is
dif
ficu
lt to
loca
te.
2 A
t lea
st o
ne r
equi
red
item
is m
issi
ng, a
nd p
ortf
olio
app
ears
dif
ficu
lt to
rea
d.1
Port
folio
app
ears
"th
row
n to
geth
er"
with
out a
ttent
ion
to r
equi
rem
ents
.
C. M
eani
ngfu
lnes
s4
Info
rmat
ion
in th
e po
rtfo
lio is
impo
rtan
t and
mak
es s
ense
to th
e re
ader
.3
The
rea
der
can
unde
rsta
nd w
hat t
he p
ortf
olio
is e
xpla
inin
g, b
ut is
not
sur
e if
the
rese
arch
will
mat
ter
to o
ther
peo
ple.
2 T
he in
form
atio
n is
con
fusi
ng to
the
read
er.
1 T
he p
ortf
olio
can
not b
e un
ders
tood
.
Usi
ng th
is s
elf-
desi
gned
rub
ric,
I w
ould
sco
re m
y po
rtfo
lio a
s 12
poi
nts
of a
pos
sibl
e 12
. Iha
ve m
et th
e re
quir
emen
ts o
f th
e co
urse
, but
mor
e im
port
antly
, I h
ave
com
plet
ed s
ome
trul
y ex
citin
g an
d va
luab
le r
esea
rch,
and
this
por
tfol
io is
org
aniz
ed w
ell e
noug
h to
com
mun
icat
e th
e re
sults
.
208
209
PAG
E 1
03
CH
AN
GE
IN
AC
TIO
N
DO
BE
CK
Y A
ND
BO
B R
EC
EIV
E G
EN
DE
R E
QU
ITA
BL
E M
AT
H/S
CIE
NC
EIN
STR
UC
TIO
N A
T O
UR
PU
BL
IC S
CH
OO
L?
Jim
Pfe
iffe
r an
d Su
san
Steu
erFr
iend
Hig
h Sc
hool
Frie
nd, N
ebra
ska
Abs
trac
t:T
he r
esea
rch
for
this
pro
ject
foc
used
on
stud
ent/t
each
er in
tera
ctio
ns a
t our
sch
ool.
We
chos
e to
look
at f
ive
inde
pend
ent
sour
ces
of d
ata
that
wou
ld a
llow
us
tode
term
ine
if th
e in
stru
ctio
nal m
etho
dscu
rren
tly b
eing
use
d le
ad to
gen
der
equi
tyin
the
clas
sroo
m. T
hese
dat
a so
urce
s w
ere
sele
cted
to a
llow
us
to m
ake
dire
ctco
rrel
atio
ns a
nd f
orm
a c
oncl
usiv
est
atem
ent c
once
rnin
g th
e st
ate
of a
ffai
rsw
ith r
espe
ct to
gen
der
equi
ty a
t our
sch
ool.
Our
inte
nt u
pon
ince
ptio
n of
the
rese
arch
proj
ect w
as to
see
if o
ur d
istr
ict f
ollo
wed
natio
nal t
rend
s co
ncer
ning
gen
der
equi
ty.
Prev
ious
res
earc
h se
emed
to in
dica
te th
atin
mat
h/sc
ienc
e in
stru
ctio
n, g
ende
r eq
uity
was
occ
urri
ng in
the
prim
ary
grad
es b
utde
clin
ing
as s
tude
nts
reac
hed
the
seco
ndar
y le
vel.
To
dete
rmin
e if
this
was
occu
rrin
g at
our
sch
ool,
we
chos
e to
foc
usou
r re
sear
ch o
n gr
ades
1, 3
, 5, 7
, 9, a
nd 1
1.T
he r
esea
rch
cons
iste
d of
inte
rrel
ated
par
tssh
owin
g tr
ends
and
dis
pari
ties
in e
quity
We
mad
e cl
assr
oom
obs
erva
tions
at t
hese
lect
ed g
rade
leve
ls. T
hese
obs
erva
tions
wer
e ac
com
plis
hed
by e
ach
rese
arch
er a
ndal
so a
stu
dent
teac
her.
Obs
erva
tions
wer
em
ade
for
thir
ty m
inut
es w
ith b
oth
the
num
ber
and
type
of
stud
ent/t
each
erin
tera
ctio
ns b
eing
rec
orde
d. N
ext,
we
chos
e to
sur
vey
both
the
stud
ents
and
the
teac
hers
of
thos
e cl
assr
oom
s w
e ha
dob
serv
ed. T
hese
sur
veys
wer
e gi
ven
at th
esa
me
time,
but
with
out t
he te
ache
r'spr
esen
ce in
the
clas
sroo
m. Q
uest
ions
on
the
surv
eys
wer
e w
ritte
n in
a f
ashi
on th
atal
low
ed th
e re
sear
cher
s to
dir
ectly
com
pare
stud
ent p
erce
ptio
ns to
teac
her
perc
eptio
ns.
Ano
ther
pie
ce o
f da
ta th
at w
as u
sed
to
PAG
E 1
04
210
CL
OSE
UPS
mak
e th
e re
sear
ch m
ore
obje
ctiv
e w
asst
anda
rdiz
ed a
chie
vem
ent t
est s
core
s of
the
obse
rved
stu
dent
s. F
inal
ly, w
e co
nduc
ted
a su
rvey
of
prev
ious
gra
duat
es o
f ou
rsc
hool
. Thi
s su
rvey
con
cern
ed c
aree
rch
oice
s m
ade
by p
ast g
radu
ates
and
was
used
to d
eter
min
e if
gen
der
bias
had
play
ed a
sig
nifi
cant
rol
e in
thei
r ca
reer
sele
ctio
n. W
e th
en c
ompi
led
all o
f th
e da
tato
giv
e us
a p
ictu
re o
f w
hat w
as o
ccur
ring
in te
rms
of g
ende
r is
sues
at o
ur s
choo
l.
The
res
ults
of
this
res
earc
h pr
ojec
t can
be
used
to im
prov
e th
e in
stru
ctio
nal m
etho
dsw
ith r
egar
d to
gen
der
equi
ty a
t our
sch
ool.
We
plan
to a
ccom
plis
h th
is v
ia th
e us
e of
fall
pre-
serv
ice
mee
tings
as
wel
l as
inse
rvic
e th
roug
hout
the
scho
ol y
ear.
Rat
iona
le F
or P
ortf
olio
Ite
ms:
The
fir
st it
em w
e pl
aced
in th
e po
rtfo
liow
as th
e ab
stra
ct, w
hich
des
crib
es o
urqu
estio
nan
den
tire
proc
ess
ofin
vest
igat
ion.
Thi
s is
fol
low
ed b
y ite
ms
that
wer
e se
lect
ed a
s th
ose
best
sho
win
gev
iden
ce o
f ou
r in
vest
igat
ion
of th
equ
estio
n. W
e fe
lt th
at th
e ve
ry f
irst
pag
eof
this
sec
tion
need
ed to
be
one
whi
chde
scri
bed
the
ques
tion
itsel
f in
det
ail.
We
follo
wed
this
with
an
expl
anat
ion
of o
urda
ta c
olle
ctio
n te
chni
ques
and
the
blan
kfo
rms
used
to g
athe
r th
at in
form
atio
n. W
eal
so c
hose
to in
clud
e sa
mpl
es o
f ea
ch o
f th
efi
nish
ed f
orm
s an
d of
the
met
hods
we
used
to s
core
any
of
thes
e fo
rms.
Als
o in
clud
edin
this
sec
tion
are
the
form
s th
at w
ere
gene
rate
d fo
r ea
ch o
bser
ved
grad
e le
vel a
sw
ell a
s a
com
pila
tion
of th
e da
tare
pres
entin
g ty
pes
of r
espo
nses
and
num
bers
of
resp
onse
s fo
r el
emen
tary
and
seco
ndar
y.
The
sec
ond
sect
ion
of th
e po
rtfo
lio g
ives
the
read
er a
n id
ea o
f th
e da
ta a
naly
sis
proc
ess
with
a d
etai
led
desc
ript
ion
of th
epr
oces
s an
d th
e su
mm
arie
s ge
nera
ted
for
each
of
the
six
grad
es o
bser
ved.
It a
lso
disp
lays
the
data
that
cam
e fr
om th
eac
hiev
emen
t tes
t sco
res
and
the
surv
ey o
fpa
st g
radu
ates
with
res
pect
to c
aree
rch
oice
s. T
he f
inal
doc
umen
t we
chos
e fo
rth
is s
ectio
n w
as o
ur c
oncl
usio
n.
Sect
ion
thre
e of
our
por
tfol
io c
onta
ins
the
diar
y or
jour
nal w
hich
was
kep
tth
roug
hout
the
inve
stig
atio
n an
dev
alua
tion
proc
ess.
We
mad
e an
atte
mpt
to w
rite
dow
n ou
r th
ough
ts e
very
two
212
213 o
PAG
E 1
05
We
both
fou
ndou
rsel
ves
look
ing
at th
e w
orld
fro
ma
diff
eren
tpe
rspe
ctiv
e as
are
sult
of o
urre
sear
ch
wee
ks w
hen
we
form
ally
met
to d
iscu
sspr
ogre
ss o
n th
e pr
ojec
t, an
y qu
estio
ns o
rob
serv
atio
ns, a
nd ti
mel
ines
for
pro
ject
sect
ion
com
plet
ions
.W
e al
so m
etin
form
ally
on
near
ly a
day
-to-
day
basi
s,of
ten
plac
ing
phon
e ca
lls to
one
ano
ther
inth
e ev
enin
g af
ter
refl
ectin
g on
an
even
tw
hich
hap
pene
d th
at d
ay, a
new
s re
port
seen
on
the
tele
visi
on, o
r an
art
icle
cut
fro
mth
e pa
per.
We
both
fou
nd o
urse
lves
look
ing
at th
e w
orld
fro
m a
dif
fere
ntpe
rspe
ctiv
e as
a r
esul
t of
our
rese
arch
and
we
beca
me
empa
thet
ic o
f th
ose
who
fel
tch
eate
d by
thei
r ge
nder
as
a re
sult
of th
esy
stem
.
The
fou
rth
port
folio
sec
tion
is a
pla
n of
actio
n th
at w
e in
tend
to im
plem
ent a
s a
resu
lt of
this
res
earc
h pr
ojec
t and
our
inte
rest
in m
akin
g ot
hers
aw
are
of o
urw
ork.
It a
lso
cont
ains
our
sel
f as
sess
men
tof
this
pro
ject
as
it re
late
s to
the
stan
dard
sw
hich
had
bee
n pr
evio
usly
set
by
the
use
of th
e cl
ass
grad
ing
rubr
ic. W
e fe
lt th
at th
eto
pic
of o
ur in
vest
igat
ion
was
qui
tedi
ffer
ent f
rom
the
maj
ority
of
the
rest
of
the
clas
s pa
rtic
ipan
ts a
nd th
at d
ue to
this
, our
port
folio
doe
s no
t con
tain
any
exa
mpl
es o
fst
uden
t wor
k. N
onet
hele
ss, w
e ar
e pl
ease
d
CH
AN
GE
IN
AC
TIO
N
with
the
wor
k w
e di
d an
d w
ith th
e re
sults
that
we
obta
ined
thro
ugh
our
obse
rvat
ions
.
Not
e: N
ot a
ll ite
ms
from
the
port
folio
are
incl
uded
in th
is d
ocum
ent.
Rev
iew
Of
Lite
ratu
re:
Stra
tegi
es f
or E
quity
/Eff
ectiv
enes
s
1.In
crea
se w
ait t
ime.
2.Se
para
te in
stru
ctio
n fr
om c
lass
-ro
om d
isci
plin
e.
3.D
eseg
rega
te th
e cl
ass
geog
raph
i-ca
lly.
4.U
se c
oope
rativ
e le
arni
ng.
5.A
lert
stu
dent
s to
the
issu
e of
gen
-de
r eq
uity
.
6.B
e se
lf-r
efle
ctiv
e of
you
r ge
nder
inte
ract
ions
in te
rms
of b
ehav
iors
and
expe
ctat
ions
.
7.E
xam
ine
your
rol
e m
odel
imag
e;us
e ge
nder
neu
tral
lang
uage
.
8.U
se r
ando
m m
etho
ds s
uch
aspo
ker
chip
s or
car
ds o
r po
psic
lest
icks
to s
elec
t stu
dent
s to
cal
l on.
PAG
E 1
06
214
215
CL
OSE
UPS
9.Pr
ovid
e op
port
uniti
es f
or s
tude
nts
to h
ave
indi
vidu
al in
tera
ctio
nsbo
th w
ithin
the
clas
sroo
m a
ndou
tsid
e of
cla
ss.
10. E
ncou
rage
act
ive
part
icip
atio
n by
all s
tude
nts.
11. I
ncre
ase
the
inst
ruct
or's
mob
ility
duri
ng in
stru
ctio
nal p
erio
ds.
12. E
limin
ate
the
stud
ents
' use
of
self
-pu
tdow
ns.
13. P
rais
e fe
mal
es f
or g
ood
wor
kra
ther
than
for
per
sist
ence
or
ap-
pear
ance
or
for
good
beh
avio
r.
Gen
der-
Bia
sed
Stud
ent/T
each
erIn
tera
ctio
ns1.
Que
stio
ns a
nd a
nsw
ers
Cal
l on
boys
mor
e th
an g
irls
Acc
ept b
oys'
cal
led-
out a
nsw
ers
mor
e th
an g
irls
'.W
ait l
onge
r fo
r bo
ys' a
nsw
ers
than
girl
s'.
Ask
boy
s m
ore
inte
rpre
tativ
equ
estio
ns, g
irls
mor
e fa
ctua
lqu
estio
ns.
Giv
e gi
rls
mor
e ne
utra
l res
pons
es("
Oka
y" )
and
boy
s m
ore
com
plex
resp
onse
s, b
oth
posi
tive
and
nega
tive.
Allo
w b
oys
mor
e ta
lkin
g tim
e th
angi
rls.
2. P
rais
e, C
ritic
ism
, and
Fee
dbac
k
Prai
se g
irls
for
the
form
or
appe
aran
ce o
f th
eir
wor
k; p
rais
ebo
ys f
or th
e co
nten
t of
thei
r w
ork.
Tel
l boy
s ho
w to
sol
ve p
robl
ems,
but
solv
e th
e pr
oble
ms
for
girl
s: le
arne
dhe
lple
ssne
ss.
Dis
cipl
ine
boys
mor
e th
an g
irls
,ev
en w
hen
they
mis
beha
ve e
qual
ly.
Giv
e bo
ys m
ore
criti
cism
and
corr
ectiv
e fe
edba
ck.
3. P
hysi
cal M
ovem
ent
Posi
tion
your
bod
y to
war
d bo
ysm
ore
than
gir
ls.
Cir
cula
te m
ore
to b
oys'
sea
ts th
an to
girl
s' s
eats
.
2 1
g-21
7PA
GE
107
The
obs
erva
tions
look
ed a
t bot
h th
enu
mbe
r an
d ty
peof
inte
ract
ions
each
stu
dent
rece
ived
fro
m th
ete
ache
r.
4. O
ther Fa
il to
cha
lleng
e st
uden
ts' g
ende
r-bi
ased
beh
avio
rs o
r co
mm
ents
.A
llow
stu
dent
s to
sel
f-se
greg
ate
byse
x.
Giv
e gi
rls
few
er e
xper
ienc
es w
ithsc
ienc
e eq
uipm
ent.
Ass
ign
diff
eren
t cla
ssro
om ta
sks
onth
e ba
sis
of g
ende
r.
(Res
earc
h by
the
"Gen
der
Equ
ity P
rogr
am,
Cen
ter
for
Adv
ance
d St
udy
in E
duca
tion
and
the
City
Uni
vers
ity o
f N
ew Y
ork
Gra
duat
eC
ente
r" d
escr
ibes
une
qual
trea
tmen
t for
gir
lsan
d bo
ys in
the
clas
sroo
ms
both
by
fem
ale
and
mal
e te
ache
rs.)
Dat
a C
olle
ctio
n:D
urin
g th
is r
esea
rch
proj
ect,
we
gath
ered
five
inde
pend
ent f
orm
s of
dat
a fr
omdi
ssim
ilar
met
hods
to h
elp
us a
nsw
er o
urpr
opos
ed q
uest
ion.
The
fir
st th
ree
of th
ese
wer
e de
sign
ed to
com
plem
ent o
ne a
noth
eran
d w
ere
deve
lope
d in
suc
h a
way
that
the
data
cou
ld b
e tr
iang
ulat
ed.
The
se p
iece
sof
dat
a al
low
ed u
s to
arr
ive
at a
hyp
othe
sis
that
was
fur
ther
sup
port
ed b
y th
e fo
urth
CH
AN
GE
IN
AC
TIO
N
and
fift
h pi
eces
of
data
, sta
ndar
dize
d te
stsc
ores
and
pas
t stu
dent
car
eer
sele
ctio
ns.
Initi
ally
, we
mad
e th
ree
obse
rvat
ions
of
the
grad
es 1
, 3, 5
, 7, 9
, and
11
clas
sroo
ms
targ
eted
for
the
rese
arch
pro
ject
. Our
obse
rvat
ions
wer
e m
ade
inde
pend
ently
by
thre
e in
divi
dual
s, in
clud
ing
each
of
us a
sre
sear
cher
s an
d a
mat
h st
uden
t tea
cher
from
Doa
ne C
olle
ge w
ho w
as r
ecru
ited
toas
sist
with
the
proc
ess
and
prov
ide
us w
itha
pote
ntia
lly le
ss-b
iase
d se
t of
obse
rvat
ions
than
cou
ld b
e ob
tain
ed f
rom
any
oth
ersc
hool
per
sonn
el.
To
mak
e th
eob
serv
atio
ns, t
he c
lass
room
s w
ere
map
ped
and
the
stud
ents
wer
e lo
cate
d w
ith r
espe
ctto
the
loca
tion
of th
e te
ache
r. E
ach
obse
rvat
ion
was
thir
ty m
inut
es in
leng
th,
and
the
activ
ity o
f th
at d
ay w
as n
oted
.N
eith
er th
e te
ache
r no
r th
e st
uden
ts w
ere
awar
e of
our
pur
pose
at t
he ti
me
of th
ese
obse
rvat
ions
. The
obs
erva
tions
look
ed a
tbo
th th
e nu
mbe
r an
d ty
pe o
f in
tera
ctio
nsea
ch s
tude
nt r
ecei
ved
from
the
teac
her.
The
se in
tera
ctio
ns w
ere
cate
gori
zed
into
four
type
s: p
ositi
ve, n
egat
ive,
neu
tral
, and
rem
edia
tion.
We
knew
that
the
cate
gory
plac
emen
ts c
ould
be
view
ed a
s be
ing
subj
ectiv
e, b
ut b
y di
scus
sing
the
focu
s of
PAG
E 1
08
2 1
219
CL
OSE
UPS
our
rese
arch
bef
ore
begi
nnin
g, w
e fe
lt th
atw
e w
ere
colle
ctin
g da
ta th
at c
ould
be
com
pare
d an
d tr
iang
ulat
ed a
mon
g th
eth
ree
obse
rver
s.
In a
dditi
on to
the
obse
rvat
ions
, we
also
gene
rate
d tw
o su
rvey
s to
be
com
plet
ed b
yth
e st
uden
ts w
e ob
serv
ed a
nd th
ein
divi
dual
teac
hers
of
thos
e cl
asse
s. T
hesu
rvey
s w
ere
desi
gned
to h
ave
sign
ific
ant
corr
elat
ion
betw
een
stud
ent a
nd te
ache
rre
spon
ses.
The
stu
dent
sur
veys
wer
ein
trod
uced
with
a d
escr
iptio
n of
why
we
wer
e in
the
clas
s ob
serv
ing
and
an a
ppea
lfo
r th
e st
uden
ts' h
ones
t res
pons
es to
the
indi
vidu
al s
urve
y qu
estio
nnai
re. A
lthou
ghth
e su
rvey
s re
ad a
s th
ough
they
wer
edi
rect
ed o
nly
tow
ard
mat
h an
d sc
ienc
ein
stru
ctio
n, s
tude
nts
in h
ealth
cla
sses
wer
ein
stru
cted
to a
nsw
er th
e qu
estio
ns f
or th
atcl
ass
and
that
teac
her.
Whi
le th
e st
uden
tsw
ere
com
plet
ing
thei
r su
rvey
s, th
e te
ache
rw
as s
ent f
rom
the
room
to c
ompl
ete
the
teac
her
surv
ey. T
he s
urve
ys w
ere
then
talli
ed a
nd s
tude
nt-t
each
er d
iscr
epan
cies
wer
e no
ted
in th
e su
mm
ary
of o
ur d
ata.
Ano
ther
pur
pose
of
the
teac
her
surv
ey w
asto
giv
e us
a b
ette
r id
ea o
f th
e w
ay e
ach
indi
vidu
al te
ache
r no
rmal
ly c
ondu
cted
clas
s. A
num
ber
of th
e qu
estio
ns w
ere
rela
ted
prim
arily
to c
lass
room
pro
cedu
res
of a
dai
ly n
atur
e. F
or e
xam
ple,
"D
o yo
uus
e a
rand
om m
etho
d fo
r ca
lling
on
stud
ents
?" B
y as
king
suc
h qu
estio
ns, w
eho
ped
to b
e ab
le to
mak
e su
gges
tions
toea
ch te
ache
r co
ncer
ning
his
/her
leve
l of
gend
er e
quity
and
pos
sibl
e im
prov
emen
ts.
Aft
er p
uttin
g to
geth
er th
e ob
serv
atio
nal
data
, we
felt
we
need
ed to
look
at
info
rmat
ion
that
was
mor
e ob
ject
ive.
We
chos
e to
look
at t
he a
chie
vem
ent t
est s
core
sfo
r th
e st
uden
ts w
e ob
serv
ed. I
n or
der
todo
this
, we
had
to u
se th
e st
uden
ts'
prev
ious
yea
r te
st s
core
s. T
his
port
ion
ofth
e re
sear
ch w
as c
ondu
cted
with
the
assi
stan
ce o
f th
e hi
gh s
choo
l gui
danc
eco
unse
lor.
Whi
le w
e ha
d ho
ped
for
obje
ctiv
ity th
at w
ould
sup
port
our
subj
ectiv
e ob
serv
atio
nal p
hase
of
the
stud
yan
d ou
r hy
poth
esiz
ed c
oncl
usio
n, w
efo
und
that
the
inte
rpre
tatio
n of
the
data
was
for
the
mos
t par
t ver
y su
bjec
tive
inna
ture
. We
wer
e ab
le to
mak
e w
hat w
e fe
elto
be
rela
tivel
y si
gnif
ican
t con
nect
ions
toth
e ob
serv
atio
nal p
hase
of
the
proj
ect.
220
Z21
PAG
E 1
09
Fina
lly, w
e w
ere
inte
rest
ed in
how
gen
der
equi
ty/in
equi
ty a
t our
hig
h sc
hool
was
impa
ctin
g ou
r gr
adua
tes
in th
eir
colle
gem
ajor
/car
eer
choi
ces.
For
this
fin
al p
hase
of th
e da
ta c
olle
ctio
n pr
oces
s, w
e lis
ted
all
grad
uate
s fr
om th
e pa
st s
even
yea
rs a
ndth
en r
esea
rche
d th
eir
colle
ge c
hoic
es a
ndfi
elds
of
stud
y. W
e al
so lo
oked
at t
hose
care
ers
that
our
gra
duat
es w
ere
purs
uing
.W
e be
lieve
d th
at th
is d
ata
wou
ld p
rovi
deso
me
insi
ght i
n ge
nder
tren
ds f
rom
a lo
ngte
rm p
ersp
ectiv
e.
Tea
cher
Sur
vey:
Res
pons
es w
ere:
Alw
ays;
Som
etim
es; R
arel
y;N
ever
1.I
expe
ct s
imila
r le
vels
of
acad
emic
perf
orm
ance
fro
m b
oth
fem
ale
and
mal
e st
uden
ts.
2.I
trea
t bot
h m
ale
and
fem
ale
stu-
dent
s eq
ually
in te
rms
of c
lass
room
disc
iplin
e.
3.I
assi
gn s
peci
fic
task
s in
mat
h an
dsc
ienc
e in
stru
ctio
n ba
sed
on th
est
uden
t's s
ex (
i.e.,
coop
erat
ive
grou
p ro
les)
.
CH
AN
GE
IN
AC
TIO
N
4.I
rand
omiz
e se
lect
ion
of s
tude
nts
tore
spon
d to
que
stio
ns.
5.M
y cl
assr
oom
sea
ting
arra
ngem
ent
inte
grat
es f
emal
e an
d m
ale
stu-
dent
s.
6.I
allo
w m
y st
uden
ts to
gro
up th
em-
selv
es f
or a
ctiv
ities
.
7.In
my
clas
s, I
teac
h fr
om m
ore
than
one
plac
e in
the
clas
sroo
m.
8.I
ask
ques
tions
req
uiri
ng th
e sa
me
cogn
itive
abi
lity
of a
ll st
uden
ts.
9.I
prai
se b
oys
and
girl
s eq
ually
for
sim
ilar
beha
vior
s.
10. I
bel
ieve
that
boy
s an
d gi
rls
can
achi
eve
at th
e sa
me
leve
l in
scie
nce
and
mat
h.
11.
I gi
ve e
qual
am
ount
s of
wai
t tim
eto
bot
h gi
rls
and
boys
.
12.
I pr
ovid
e eq
ual r
emed
ial h
elp
tobo
th g
irls
and
boy
s.
13.
I us
e he
/she
inte
rcha
ngea
bly
in m
yco
mm
unic
atio
n to
stu
dent
s.
14.
I ca
ll eq
ually
on
boys
and
gir
ls in
clas
s.
PAG
E 1
10
222
0
CL
OSE
UPS
15. I
bel
ieve
boy
s ar
e ab
le to
do
bette
rin
mat
h an
d sc
ienc
e th
an g
irls
.
16. I
pro
vide
qui
ck, p
ositi
ve r
einf
orce
-m
ent f
or a
ll co
rrec
t stu
dent
re-
spon
ses.
17. M
y cl
assr
oom
atm
osph
ere
is p
osi-
tive
and
exci
ting
for
all s
tude
nts.
18. I
bel
ieve
my
clas
sroo
m is
gen
der
equi
tabl
e.
Stud
ent S
urve
y:
Plea
se c
heck
the
box
whi
ch b
est e
xpre
sses
your
opi
nion
abo
ut th
is te
ache
r du
ring
this
clas
s pe
riod
.
Cho
ices
wer
e: b
oys;
gir
ls; t
he s
ame
1.W
ho d
oes
your
teac
her
trea
t bet
ter
duri
ng m
ath
clas
s?
2.W
ho d
oes
your
teac
her
trea
t bet
ter
duri
ng s
cien
ce c
lass
?
3.W
ho g
ets
calle
d on
mor
e of
ten
toan
swer
que
stio
ns d
urin
g m
ath
and
scie
nce
clas
s?
4.W
ho g
ets
in tr
oubl
e w
ith th
ete
ache
r m
ore
ofte
n in
you
r cl
ass?
5.W
ho g
ets
aske
d ha
rder
que
stio
nsdu
ring
mat
h an
d sc
ienc
e cl
asse
s?
6.W
ho n
eeds
mor
e he
lp f
rom
the
teac
her
duri
ng m
ath
and
scie
nce
clas
ses?
7.W
ho g
ets
aske
d to
cle
an u
p m
ore
ofte
n?
8.W
ho d
oes
the
teac
her
spen
d m
ore
time
help
ing
duri
ng m
ath
and
scie
nce
clas
s?
9.In
you
r cl
ass,
who
do
you
thin
kge
ts b
ette
r gr
ades
in m
ath
and
scie
nce?
10. W
ho d
oes
your
teac
her
expe
ctm
ore
from
in m
ath
and
scie
nce
clas
ses?
11. W
ho d
oes
the
teac
her
spen
d m
ore
soci
al ti
me
with
?
12. W
ho d
o yo
u th
ink
the
teac
her
likes
bette
r?
13. I
am
in g
rade
(ci
rcle
one
)1
3 5
7 9
11
14. I
am
a (
circ
le o
ne)
FEM
AL
EM
AL
E
224
PAG
E 1
11
225
Cla
ssro
om O
bser
vatio
n T
ally
She
et:
Gra
de L
evel
Obs
erve
d:D
ate:
CH
AN
GE
IN
AC
TIO
N
Star
t Tim
e:E
nd T
ime:
Subj
ect a
nd L
esso
n:
TE
AC
HE
R'S
DE
SK
PA
GE
112
221
CL
OSE
UPS
Dat
a A
naly
sis
Proc
ess:
The
res
earc
h on
this
pro
ject
was
set
up
toal
low
the
rese
arch
ers
to ta
ke in
depe
nden
tpi
eces
of
data
gat
here
d by
dis
sim
ilar
met
hods
and
com
pare
and
com
pile
thes
edi
stin
ct d
ata
sets
. The
fir
st th
ree
piec
es o
fda
taco
llect
edth
ecl
assr
oom
obse
rvat
ions
, the
teac
her
surv
eys
and
the
stud
ent s
urve
ysw
ere
then
com
pare
d an
dco
ntra
sted
to s
ugge
st p
atte
rns
ordi
scre
panc
ies.
In o
rder
to o
rgan
ize
the
clas
sroo
mob
serv
atio
n re
sults
, we
mad
e a
char
t not
ing
the
num
ber
of b
oys
and
girl
s pr
esen
t and
the
activ
ity. T
his
char
t sum
mar
ized
the
tota
l num
ber
of te
ache
r re
spon
ses
of e
ach
type
. Als
o ta
llied
wer
e th
e nu
mbe
r of
child
ren
by g
ende
r w
ho r
ecei
ved
one
orfe
wer
teac
her
inte
ract
ions
in e
ach
thir
tym
inut
e ob
serv
atio
n. W
e th
en to
tale
d al
lof
thes
e to
cre
ate
a si
mila
r se
t of
data
for
the
scho
ol a
s a
who
le. I
mpo
rtan
t to
anal
yzin
g th
is d
ata
was
the
crea
tion
of a
sum
mar
y sh
owin
g, b
y gr
ade
leve
l and
by
elem
enta
ry a
nd s
econ
dary
cla
sses
, the
num
ber
of in
tera
ctio
ns p
er b
oy o
r gi
rl p
erob
serv
atio
nal p
erio
d.
All
Scho
ol S
umm
ary/
Tea
cher
Res
pons
es P
er S
tude
nt B
y G
rade
And
Gen
der:
Gra
de 1
188
res
pons
es p
er 2
0 bo
ys =
4.4
res
pons
es/b
oy76
res
pons
es p
er 1
9 gi
rls
= 4
.2 r
espo
nses
/gir
l
Gra
de 9
112
resp
onse
s pe
r 25
boy
s =
4.5
res
pons
es/b
oy62
res
pons
es p
er 1
6 gi
rls
= 3
.9 r
espo
nses
/gir
l
Gra
de 7
96 r
espo
nses
per
36
boys
= 2
.7 r
espo
nses
/boy
71 r
espo
nses
per
39
girl
s =
1.8
res
pons
es/g
irl
Gra
de 5
83 r
espo
nses
per
43
boys
= 1
.9 r
espo
nses
/boy
98 r
espo
nses
per
36
girl
s =
2.7
res
pons
es/g
irl
Gra
de 3
50 r
espo
nses
per
39
boys
= 1
.3 r
espo
nses
/boy
47 r
espo
nses
per
28
girl
s =
1.6
res
pons
es/g
irl
Gra
de 1
158
resp
onse
s pe
r 34
boy
s =
4.6
res
pons
es/b
oy38
res
pons
es p
er 9
gir
ls =
4.2
res
pons
es/g
irl
228
229
PAG
E 1
13
CH
AN
GE
IN
AC
TIO
N
Typ
es O
f T
each
er R
espo
nses
By
Gra
de L
evel
RE
SPO
NSE
TY
PE:
Num
ber
of S
tude
nts
POSI
TIV
E#B
#GN
EU
TR
AL
#B#G
NE
GA
TIV
E#B
#GR
EM
ED
IAL
#B#G
Firs
t Gra
deB
oys
Gir
ls34
979
%21
%
Thi
rd G
rade
Boy
sG
irls
54
3328
42
813
3928
56%
44%
54%
46%
67%
33%
38%
62%
58%
42%
Fift
h G
rade
Boy
sG
irls
1721
4645
1112
920
4336
45%
55%
51%
49%
48%
52%
31%
69%
54%
46%
Seve
nth
Gra
deB
oys
Gir
ls14
657
5013
512
10
3639
70%
30%
53%
47%
72%
28%
55%
45%
48%
52%
Nin
th G
rade
Boy
sG
irls
1911
5530
1711
21lb
2516
63%
37%
65%
35%
61%
39%
68%
32%
61%
39%
Ele
vent
h G
rade
Boy
sG
irls
128
5647
912
119
2019
60%
40%
54%
46%
43%
57%
55%
45%
51%
49%
Ele
men
tary
Gra
deB
oys
Gir
ls53
2816
410
135
1638
38
116
7365
%35
%62
%38
%69
%31
%50
%50
%61
%39
%,
Seco
ndar
y G
rade
Boy
sG
irls
4527
168
127
3928
4429
8174
63%
37%
57%
43%
58%
42%
60%
40%
52%
48%
PAG
E 1
14
2 0
231
CL
OSE
UPS
We
sum
mar
ized
the
stud
ent s
urve
ys b
yta
llyin
g th
e re
spon
ses
of e
ach
clas
s in
am
anne
r th
at a
llow
ed u
s to
dis
tingu
ish
betw
een
the
resp
onse
s th
e gi
rls
gave
ver
sus
thos
e of
the
boys
. By
sum
mar
izin
g th
e da
tain
this
way
, we
wer
e ab
le to
loca
te d
istin
ctdi
ffer
ence
s in
how
the
girl
s pe
rcei
ved
the
teac
her's
act
ions
whe
n co
mpa
red
to th
ebo
ys' p
erce
ptio
n of
the
teac
her's
act
ions
.
We
then
turn
ed o
ur a
ttent
ion
to w
ritin
gan
d sc
orin
g a
teac
her
ques
tionn
aire
that
we
coul
d di
rect
ly c
ompa
re w
ith th
e st
uden
tqu
estio
nnai
re. W
e fo
und
it ch
alle
ngin
g to
wri
te th
e qu
estio
ns in
this
man
ner.
We
also
adde
d so
me
ques
tions
on
gene
ral
clas
sroo
m b
ehav
iors
of
the
teac
her
in o
rder
that
thes
e be
havi
ors
coul
d be
com
pare
dw
ith w
hat w
as s
how
n by
the
thre
eob
serv
atio
ns. T
his
seco
nd ty
pe o
f qu
estio
nw
as d
esig
ned
to g
ive
us a
cle
arer
pic
ture
of w
hat h
appe
ns in
the
clas
sroo
ms
on a
daily
bas
is s
o th
at w
e co
uld
accu
rate
lym
ake
sugg
estio
ns f
or im
prov
emen
t in
inst
ruct
ion
with
res
pect
to th
e is
sue
ofge
nder
bia
s.
Whe
n th
ese
thre
e pi
eces
of
data
had
bee
nco
llect
ed, t
allie
d an
d or
gani
zed,
we
com
pare
d ea
ch s
et f
rom
eac
h cl
assr
oom
tolo
ok f
or is
sues
that
wer
e ei
ther
agr
eed
upon
by a
ll in
volv
ed o
r gr
eatly
dis
agre
ed u
pon.
We
took
into
con
side
ratio
n th
ose
ques
tions
that
wer
e an
swer
ed d
iffe
rent
ly b
y th
e bo
ysan
d th
e gi
rls
and
any
disc
repa
ncie
soc
curr
ing
betw
een
the
stud
ent r
espo
nses
and
thos
e of
the
teac
her.
We
then
cre
ated
, for
eac
h of
the
clas
sroo
mte
ache
rs w
e ob
serv
ed, a
sum
mar
y of
thes
ere
sults
. Inc
lude
d in
the
sum
mar
y w
ere
age
nera
l rec
ap o
f ou
r fi
ndin
gs a
ndsu
gges
tions
for
eac
h te
ache
r to
bet
ter
mak
ehi
s/he
r cl
assr
oom
mor
e ge
nder
equ
itabl
e.
Firs
t Gra
de S
umm
ary:
In w
ritin
g th
e st
uden
t sur
vey,
we
trie
d to
take
into
con
side
ratio
n th
e m
atur
ity le
vel
of f
irst
gra
ders
. We
felt
that
if w
e re
ad th
equ
estio
ns to
them
, the
y w
ould
be
able
toan
swer
them
acc
urat
ely.
How
ever
, eve
nw
ith e
xpla
natio
n, th
e st
uden
ts h
ad a
diff
icul
t tim
e m
arki
ng o
nly
one
box
in a
nyon
e ro
w a
nd a
s a
resu
lt, f
ive
of th
e fo
urte
ensu
rvey
s ha
d to
be
disq
ualif
ied.
We
cons
ider
ed a
rep
eat v
isit
to th
e cl
assr
oom
in w
hich
we
wou
ld r
ead
the
ques
tions
toea
ch s
tude
nt in
divi
dual
ly, a
sk f
or a
ver
bal
232
233
PAG
E 1
15
resp
onse
, and
then
mar
k th
e re
spon
ses
ours
elve
s.A
fter
fill
ing
out t
hequ
estio
nnai
re o
nce
and
hear
ing
the
ques
tions
rea
d nu
mer
ous
times
, we
felt
that
the
valid
ity o
f th
e su
rvey
wou
ld b
ech
alle
nged
by
aski
ng f
or a
rep
eat
perf
orm
ance
.W
e di
d ta
lly u
p th
ere
spon
ses
of th
e ni
ne r
emai
ning
stu
dent
sw
ho c
ompl
eted
the
firs
t sur
vey
corr
ectly
,on
ly o
ne o
f w
hich
was
fem
ale.
Thi
s cl
ass
has
only
thre
e gi
rls
and
on th
is d
ay, o
nly
two
of th
e th
ree
wer
e pr
esen
t.
We
wer
e an
ticip
atin
g th
at th
e re
spon
ses
mig
ht b
e ev
enly
dis
trib
uted
as
if r
ando
mse
lect
ions
had
bee
n m
ade.
How
ever
, are
mar
kabl
e nu
mbe
r of
the
resp
onse
s w
ere
heav
ily s
elec
ted
as e
ither
nea
rly
all b
oys
or a
ll gi
rls.
For
this
rea
son,
we
have
cho
sen
to m
ake
som
e co
mpa
riso
ns u
sing
the
stud
ent s
urve
y re
sults
, but
we
war
n th
atth
ey s
houl
d pe
rhap
s be
take
n w
ith a
"gr
ain
of s
alt."
The
fir
st d
iscr
epan
cy in
the
surv
eys
is in
the
area
of
expe
cted
per
form
ance
. The
teac
her
feel
s th
at s
he a
lway
s ex
pect
s si
mila
rle
vels
of
perf
orm
ance
in b
oth
mat
h an
dsc
ienc
e cl
asse
s fr
om b
oth
boys
and
gir
ls.
CH
AN
GE
IN
AC
TIO
N
The
stu
dent
s re
port
ed th
at a
lthou
gh th
isw
as tr
ue in
mat
h cl
ass,
the
scie
nce
clas
s w
asdi
ffer
ent.
Thr
ee o
f th
e ni
ne s
tude
nts
felt
that
the
boys
wer
e tr
eate
d be
tter
in s
cien
cecl
ass,
whi
le a
noth
er f
ive
stud
ents
rep
orte
dth
at it
was
the
girl
s. O
nly
one
stud
ent f
elt
that
in s
cien
ce th
e bo
ys a
nd g
irls
wer
etr
eate
d eq
ually
. Que
stio
ns f
ive
and
six
also
show
ed d
iscr
epan
cies
. The
se q
uest
ions
deal
with
who
is a
sked
har
der
ques
tions
and
who
nee
ds m
ore
help
in m
ath
and
scie
nce.
The
stu
dent
s re
port
ed th
at th
ebo
ys a
re a
sked
har
der
ques
tions
on
six
ofni
ne s
urve
ys, w
hile
the
teac
her
indi
cate
dth
at s
he a
lway
s as
ks q
uest
ions
req
uiri
ngth
e sa
me
cogn
itive
abi
litie
s of
all
stud
ents
.O
n qu
estio
n si
x, g
irls
wer
e re
port
ed to
nee
dhe
lp m
ore
than
boy
s in
mat
h an
d sc
ienc
eon
sev
en o
f th
e ni
ne s
urve
ys. I
n th
is c
lass
,th
e st
uden
ts f
elt t
hat b
oth
boys
and
gir
lsw
ere
disc
iplin
ed e
qual
ly. T
his
is th
e on
lycl
ass
we
surv
eyed
that
rep
orte
d in
this
man
ner.
The
teac
her
also
res
pond
ed th
atsh
e di
scip
lined
the
stud
ents
the
sam
e.
Our
obs
erva
tions
of
this
cla
ss d
o no
tco
rrel
ate
wel
l with
the
surv
ey d
ata.
Our
obse
rvat
ions
sho
w th
at th
is c
lass
has
lots
of te
ache
r-bo
y in
tera
ctio
ns b
ut v
ery
few
PAG
E 1
162
42
3 5
CL
OSE
UPS
teac
her-
girl
inte
ract
ions
.In
thre
eob
serv
atio
ns, t
he g
irls
rec
eive
d th
ree
posi
tive
resp
onse
s w
hile
the
boys
rec
eive
dth
irty
-one
. In
term
s of
tota
l res
pons
es, t
hebo
ys r
ecei
ved
alm
ost f
our
times
as
muc
hfe
edba
ck a
s th
e gi
rls.
Sugg
estio
ns:
Som
e so
rt o
f ra
ndom
ized
dra
win
g of
nam
es to
cal
l on
the
stud
ents
mig
ht m
ove
the
clas
s cl
oser
to b
eing
gen
der
equi
tabl
e.In
add
ition
, it i
s im
port
ant t
o no
te th
atdu
ring
all
thre
e ob
serv
atio
ns th
e se
atin
gar
rang
emen
t was
suc
h th
at th
e th
ree
girl
sin
the
clas
s w
ere
seat
ed in
the
rear
of
the
room
at t
he f
ar le
ft s
ide,
and
whi
le tw
o of
them
wer
e at
the
sam
e ta
ble,
the
thir
d gi
rlsa
t dia
gona
lly f
rom
them
with
a b
oy. T
hete
ache
r se
ldom
wal
ked
to th
at c
orne
r of
the
room
bec
ause
she
was
so
ofte
n di
stra
cted
by ta
bles
of
boys
nea
rer
to h
er p
roxi
mity
.A
sug
gest
ion
for
impr
ovin
g th
is p
robl
emm
ight
be
to s
prea
d th
e gi
rls
out a
roun
d th
ero
om. T
his
coul
d al
so h
elp
with
cur
bing
the
beha
vior
of
the
boys
.R
ecal
l tha
tal
thou
gh th
e da
ta f
or th
is c
lass
istr
iang
ulat
ed, i
t may
be
unre
liabl
e du
e to
the
fact
ors
prev
ious
ly m
entio
ned
.
Thi
rd G
rade
Sum
mar
y:T
he th
ird
grad
e da
ta s
how
s m
any
of th
esa
me
patte
rns
that
we
obse
rved
in th
e ot
her
clas
ses.
The
teac
her
said
she
"al
way
s"tr
eats
boy
s an
d gi
rls
equa
lly in
term
s of
clas
sroo
m d
isci
plin
e, y
et th
e st
uden
tsu
rvey
res
pons
es d
o no
t sup
port
this
posi
tion.
On
the
stud
ent s
urve
ys, 2
1 of
28
stud
ents
mar
ked
that
the
boys
get
into
mor
e tr
oubl
e th
an th
e gi
rls.
Whe
n as
ked
abou
t cal
ling
on th
e st
uden
ts, t
he te
ache
rsa
id s
he "
som
etim
es"
calle
d eq
ually
on
girl
s an
d bo
ys, a
nd s
he r
espo
nded
in th
esa
me
man
ner
in r
efer
ence
to a
skin
gst
uden
ts o
f bo
th s
exes
que
stio
ns a
t the
sam
e co
gniti
ve le
vel.
In lo
okin
g at
the
stud
ent s
urve
ys, i
t is
note
d th
at th
est
uden
ts f
eel t
hat i
t is
the
girl
s w
ho g
etca
lled
on m
ore
ofte
n by
the
teac
her
than
the
boys
. It i
s in
tere
stin
g th
at 1
4 st
uden
tsre
port
ed th
at to
be
true
, whi
le o
nly
two
stud
ents
, bot
h fe
mal
es, r
epor
ted
that
it w
asth
e bo
ys w
ho w
ere
calle
d up
on m
ore
ofte
n.
The
teac
her
resp
onde
d th
at s
he "
alw
ays"
belie
ves
that
gir
ls a
nd b
oys
are
equa
lly a
ble
to a
chie
ve a
t the
sam
e le
vel i
n m
ath
and
scie
nce.
The
stu
dent
sur
veys
did
sup
port
In te
rms
of to
tal
resp
onse
s, th
ebo
ys r
ecei
ved
alm
ost f
our
times
as m
uch
feed
back
as th
e gi
rls.
236
23PA
GE
117
this
pos
ition
in th
at s
ix s
tude
nts
repo
rted
girl
s do
ing
bette
r, w
hile
the
rem
aind
er o
fth
e st
uden
ts, f
ourt
een
tota
l, re
port
ed th
atac
hiev
emen
t of
girl
s an
d bo
ys is
equ
al.
Whe
n as
ked
abou
t ass
igni
ng s
peci
fic
task
sba
sed
upon
gen
der
duri
ng m
ath
and
scie
nce
inst
ruct
ion,
this
teac
her
repo
rted
that
is "
alw
ays"
a c
onsi
dera
tion.
Lat
er in
the
surv
ey, h
owev
er, s
he r
epor
ted
that
her
clas
sroo
m is
gen
der
equi
tabl
e. W
e be
lieve
this
teac
her
mis
unde
rsto
od th
e su
rvey
ques
tion
on th
e as
sign
men
t of
spec
ific
task
sby
sex
, bas
ed u
pon
the
rem
aind
er o
f th
esu
rvey
res
pons
es.
The
thre
e ob
serv
atio
ns f
or th
is c
lass
did
not
reve
al a
nyth
ing
part
icul
ar in
term
s of
gend
er e
quita
bilit
y. I
n al
l cat
egor
ies
ofre
spon
ses,
the
num
ber
of r
espo
nses
for
both
boy
s an
d gi
rls
wer
e ne
arly
the
sam
e.H
owev
er, t
his
clas
s di
d sh
ow o
nesi
gnif
ican
t con
cern
. A la
rge
num
ber
ofst
uden
ts o
f bo
th g
ende
rs r
ecei
ved
min
imal
feed
back
of
any
type
. On
two
of th
eob
serv
atio
n da
ys, m
ore
than
70%
of
all
stud
ents
in th
is c
lass
rec
eive
d no
mor
e th
anon
e co
mm
ent.
Whi
le th
is is
not
a s
peci
fic
CH
AN
GE
IN
AC
TIO
N
conc
ern
in th
is p
roje
ct, w
e be
lieve
this
asi
gnif
ican
t iss
ue.
Sugg
estio
ns:
It d
oes
appe
ar th
at th
is p
artic
ular
teac
her
is s
omew
hat a
war
e of
gen
der
bias
.H
owev
er, d
ue to
the
gene
ral l
ack
ofst
uden
t/tea
cher
inte
ract
ion
at a
ny le
vel,
we
may
not
hav
e a
larg
e en
ough
poo
l of
obse
rvat
iona
l inf
orm
atio
n to
mak
e a
stat
istic
ally
rel
evan
t sta
tem
ent c
once
rnin
gth
is te
ache
r's g
ende
r eq
uita
bilit
y W
e ar
eco
ncer
ned
abou
t the
num
ber
of s
tude
nts
who
, in
a th
irty
min
ute
obse
rvat
ion,
are
not
bein
g ca
lled
upon
and
allo
wed
to in
tera
ctas
indi
vidu
als
with
the
teac
her.
We
belie
veth
at th
is te
ache
r w
ould
be
wel
l-se
rved
toem
ploy
a r
ando
miz
ed m
etho
d of
sel
ectin
gst
uden
ts f
or r
espo
nses
, as
oppo
sed
tobe
amin
g bo
th q
uest
ions
and
res
pons
es to
the
grou
p as
a w
hole
.
Fift
h G
rade
Sum
mar
y:A
mar
ked
diff
eren
ce is
see
n be
twee
n th
ew
ay th
e te
ache
r fe
els
she
trea
ts s
tude
nts
inte
rms
of d
isci
plin
e. A
lthou
gh th
e te
ache
rsa
id s
he s
omet
imes
trea
ted
both
boy
s an
d
PAG
E 1
18
CL
OSE
UPS
girl
s eq
ually
, 24
of 2
8 st
uden
ts m
arke
d th
atbo
ys g
ot in
trou
ble
with
the
teac
her
mor
eof
ten.
Whe
n as
ked
abou
t cal
ling
onst
uden
ts, t
he te
ache
r sa
id s
he s
omet
imes
calls
equ
ally
on
boys
and
gir
ls in
cla
ssdi
scus
sion
s an
d th
at s
he s
omet
imes
ask
squ
estio
ns a
t the
sam
e co
gniti
ve le
vel f
orbo
th s
exes
. Fou
rtee
n of
the
stud
ents
answ
ered
that
boy
s w
ere
calle
d on
mor
eof
ten
than
gir
ls, w
hile
the
rem
aind
er o
f th
ecl
ass
answ
ered
that
they
wer
e ca
lled
upon
equa
lly.
It is
impo
rtan
t to
note
that
no
stud
ents
ans
wer
ed th
at g
irls
wer
e ca
lled
onm
ore
freq
uent
ly th
an b
oys.
In
addi
tion,
10
of 2
8 st
uden
t sur
veys
rep
orte
d th
at th
ebo
ys g
et c
alle
d on
to a
nsw
er th
e to
ughe
rqu
estio
ns in
mat
h an
d sc
ienc
e, w
hile
no
resp
onde
nt f
elt t
hat w
ay a
bout
the
girl
s.T
he te
ache
r be
lieve
s th
at g
irls
and
boy
s ar
eeq
ually
abl
e to
ach
ieve
in h
er c
lass
room
whi
le th
e cl
ass
felt
that
boy
s re
ceiv
edhi
gher
gra
des
than
gir
ls in
mat
h an
dsc
ienc
e cl
asse
s w
ith 1
5 of
28
resp
ondi
ngth
is w
ay, w
hile
onl
y 2
stud
ents
fel
t tha
t gir
lsre
ceiv
ed th
e be
tter
grad
es. T
he te
ache
rst
ates
that
she
som
etim
es p
rovi
des
equa
lre
med
ial h
elp
to b
oth
girl
s an
d bo
ys. T
hest
uden
ts, o
n th
e ot
her
hand
, fee
l tha
t the
girl
s re
ceiv
e m
ore
help
than
the
boys
with
10 o
f 28
res
pond
ing
in th
is m
anne
r. O
urob
serv
atio
ns in
this
cla
ss d
o no
t sho
w th
ere
mar
kabl
e di
ffer
ence
s re
flec
ted
in th
ete
ache
r-st
uden
t sur
veys
, but
they
do
show
som
e in
tere
stin
g di
scre
panc
ies.
For
exam
ple,
in th
is p
artic
ular
cla
ss, t
henu
mbe
r of
stu
dent
s re
ceiv
ing
one
or f
ewer
resp
onse
s du
ring
thre
e, th
irty
-min
ute
obse
rvat
ions
was
52%
. Man
y of
the
stud
ents
mak
ing
up th
at 5
2% w
ere
the
sam
e in
eac
h ob
serv
atio
n, w
hich
wou
ldle
ad u
s to
bel
ieve
that
the
geog
raph
ical
plac
emen
t of
stud
ents
may
be
a fa
ctor
as
to h
ow o
ften
you
are
cal
led
upon
in c
lass
.T
his
coul
d be
exp
lain
ed b
y th
e fa
ct th
at th
ete
ache
r st
ated
she
rar
ely
or n
ever
mov
esar
ound
the
room
whi
le in
stru
ctin
g.
Sugg
estio
ns:
We
feel
that
thro
ugh
our
data
we
have
show
n th
at th
is te
ache
r is
aw
are
of g
ende
rbi
as a
nd w
orks
har
d to
ove
rcom
e th
edi
ffer
ence
s in
cla
ss in
stru
ctio
nal p
erio
ds.
One
sug
gest
ion
we
wou
ld m
ake
to th
iste
ache
r w
ould
be
to c
ircu
late
thro
ugho
utth
e ro
om o
r to
em
ploy
the
use
of p
opsi
cle
We
wer
e le
d to
belie
ve th
at th
ege
ogra
phic
alpl
acem
ent o
fst
uden
ts m
ay b
e a
fact
or a
s to
how
ofte
n yo
u ar
eca
lled
upon
incl
ass.
240
2 4
PAG
E 1
19
stic
ks a
nd o
ther
ran
dom
met
hods
to c
all
upon
her
stu
dent
s.
Seve
nth
Gra
de S
umm
ary:
In th
is p
artic
ular
cla
ss, t
he s
tude
nt s
urve
ysan
d th
e te
ache
r su
rvey
wer
e ne
arly
in d
irec
tco
rrel
atio
n to
one
ano
ther
. The
onl
yqu
estio
n w
hich
cou
ld p
ossi
bly
beco
nstr
ued
as a
dis
crep
ancy
wou
ld b
eco
ncer
ned
with
dis
cipl
ine.
The
teac
her
feel
s th
at h
e so
met
imes
dis
cipl
ines
stu
dent
seq
ually
, whi
le th
e st
uden
ts a
nsw
ered
over
whe
lmin
gly,
25
to 0
, tha
t the
boy
s ge
tin
trou
ble
mor
e of
ten
than
the
girl
s.H
owev
er, i
n re
tros
pect
, thi
s qu
estio
n ca
nbe
take
n ou
t of
cont
ext.
The
teac
her
coul
dst
ill b
e tr
eatin
g th
e bo
ys /
girl
s eq
ually
whe
n it
com
es to
dis
cipl
ine,
but
per
haps
in th
is c
lass
the
girl
s si
mpl
y do
not
cau
sebe
havi
oral
pro
blem
s as
oft
en.
If w
eco
nsid
er th
is a
s a
poss
ible
sce
nari
o, th
enth
ere
are
virt
ually
no
disc
repa
ncie
s in
the
surv
eys.
In
com
pari
ng th
e su
rvey
res
ults
with
wha
t was
obs
erve
d in
the
clas
sroo
m,
the
teac
her's
per
cept
ions
of
wha
t is
happ
enin
g in
the
clas
sroo
m te
nd to
corr
espo
nd w
ith th
e st
uden
t's v
iew
s an
d
CH
AN
GE
IN
AC
TIO
N
for
the
mos
t par
t thi
s cl
assr
oom
app
ears
tobe
gen
der
equi
tabl
e.
Sugg
estio
ns:
Thi
s te
ache
r us
es r
ando
m m
etho
ds f
orca
lling
on
stud
ents
at l
east
som
e of
the
time.
Dur
ing
our
obse
rvat
ions
, we
note
dth
at th
is te
ache
r co
uld
impr
ove
this
cla
ssby
bec
omin
g m
ore
geog
raph
ical
ly a
war
e.It
app
ears
that
stu
dent
s se
ated
in th
e fr
ont
two
corn
ers
of th
e ro
om a
nd a
ppro
xim
atel
ytw
o se
ats
deep
rec
eive
a d
ispr
opor
tiona
tenu
mbe
r of
res
pons
es. I
n te
rms
of th
e ty
pes
of te
ache
r co
mm
ents
, it w
as o
bser
ved
that
only
abo
ut 1
2% o
f al
l com
men
ts g
iven
wer
epo
sitiv
e w
ith a
bout
the
sam
e be
ing
nega
tive
or r
emed
iatio
n st
atem
ents
. We
also
not
ed th
at th
e po
sitiv
e st
atem
ents
wer
egi
ven
in f
avor
of
the
boys
2 to
1. T
hene
gativ
e st
atem
ents
als
o ap
pear
ed to
be
clos
e to
that
rat
io. P
erha
ps th
is te
ache
rco
uld
wor
k at
var
ying
his
neu
tral
com
men
ts to
incl
ude
mor
e pr
aise
for
corr
ect r
espo
nses
and
app
ropr
iate
beha
vior
, but
as
a w
hole
, thi
s cl
ass
appe
ars
to b
e as
gen
der
equi
tabl
e as
any
oth
erw
hich
we
obse
rved
.
PAG
E 1
20
a4.2
243
CL
OSE
UPS
Nin
th G
rade
Sum
mar
y:T
he n
inth
gra
de d
ata
is g
oing
to b
e di
ffic
ult
to r
epor
t in
a fa
shio
n si
mila
r to
that
use
din
the
othe
r cl
asse
s th
at w
ere
obse
rved
duri
ng th
is r
esea
rch
proj
ect.
It w
as o
urob
ject
ive
to o
bser
ve th
ree
mat
h or
sci
ence
clas
ses
at e
ach
of th
e si
x gr
ade
leve
lsse
lect
ed f
or th
e ob
serv
atio
n ph
ase
of th
ispr
ojec
t. U
nfor
tuna
tely
, we
are
the
teac
hers
resp
onsi
ble
for
the
maj
ority
of
thos
e cl
asse
sof
fere
d at
our
sch
ool.
We
felt
stro
ngly
that
we
coul
d no
t be
a pa
rt o
f th
e re
sear
ch d
ata,
whi
ch g
reat
ly d
imin
ishe
d ou
r ab
ility
tose
lect
cla
sses
for
obs
erva
tions
at t
hese
cond
ary
leve
l. W
e w
ere
som
ewha
tre
lieve
d w
hen
we
real
ized
that
we
coul
dob
serv
e m
y st
uden
t tea
cher
in th
e fi
rst
sem
este
r of
the
scho
ol y
ear
and
incl
ude
her
perf
orm
ance
in o
ur d
ata.
How
ever
, the
surv
eys
wer
e no
t pre
pare
d un
til th
e se
cond
sem
este
r. W
e fe
lt it
unfa
ir to
ask
stu
dent
sto
fill
out
a q
uest
ionn
aire
con
cern
ing
the
teac
hing
of
som
eone
who
had
n't b
een
activ
ely
teac
hing
the
clas
s fo
r m
ore
than
two
mon
ths.
Add
ing
to th
is d
ilem
ma
was
the
fact
that
we
had
obse
rved
the
stud
ent
teac
her
and
the
stud
ent t
each
er w
as d
oing
the
thir
d ob
serv
atio
n fo
r th
is p
roje
ct.
The
refo
re, w
e fo
und
it un
fair
to g
ive
any
teac
her
or s
tude
nt s
urve
ys in
gra
de n
ine.
Subs
eque
ntly
, the
onl
y da
ta th
at w
e ha
veto
rep
ort f
or th
is le
vel i
s ou
r cl
assr
oom
obse
rvat
ions
.
It is
dif
ficu
lt to
dra
w a
ny c
oncl
usio
ns f
rom
the
obse
rvat
ions
of
the
nint
h gr
ade.
Tw
oof
the
thre
e ob
serv
atio
ns w
ere
com
plet
edin
a g
eom
etry
cla
ss, w
hile
the
thir
d w
as a
nec
olog
y cl
ass
whi
ch w
as h
avin
g a
lab
onob
serv
atio
n da
y. D
urin
g th
e la
b, th
ere
wer
etw
o di
ffer
ent s
ettin
gs, t
he c
lass
room
and
the
lab.
Sin
ce th
e ob
serv
er d
id n
ot n
ote
whi
ch g
irl/b
oy in
the
lab
corr
espo
nded
with
whi
ch s
tude
nt in
the
clas
sroo
m, t
heda
ta is
inco
nsis
tent
as
far
as th
e nu
mbe
r of
stud
ents
rec
eivi
ng o
ne c
omm
ent o
r le
ssdu
ring
the
clas
s pe
riod
and
sho
uld
bedi
sreg
arde
d. T
here
wer
e on
ly 1
0 st
uden
tsin
the
ecol
ogy
clas
s, w
hich
com
plic
ates
the
data
or
lack
of
it ev
en f
urth
er. T
hege
omet
ry c
lass
es w
ere
taug
ht b
y th
est
uden
t tea
cher
and
the
ecol
ogy
clas
s w
asta
ught
by
the
sam
e te
ache
r in
eac
h of
the
elev
enth
gra
de o
bser
vatio
ns.
Som
e of
the
sam
e co
nclu
sion
s th
at a
pply
for
mos
t gra
de le
vels
can
be
tran
sfer
red
to
244
245
PAG
E 1
21
The
maj
ority
of
teac
hers
fee
l tha
tth
ey m
ake
a la
rge
num
ber
of p
ositi
veco
mm
ents
tost
uden
tsth
roug
hout
the
day,
whe
n in
real
ity th
e nu
mbe
rof
neg
ativ
e an
dpo
sitiv
ein
tera
ctio
ns s
eem
sto
be
very
clo
se in
num
ber.
this
situ
atio
n. B
oys
tend
to g
et m
ore
rem
edia
tion
than
gir
ls a
s a
who
le, n
earl
ytw
o co
mm
ents
to th
e gi
rls'
one
. Als
o, w
eco
ntin
ue to
not
ice
a ge
nera
l lac
k of
pos
itive
com
men
ts to
eith
er g
ende
r, a
s op
pose
d to
a la
rge
num
ber
of n
eutr
al r
espo
nses
.It
seem
s th
at th
e m
ajor
ity o
f te
ache
rs f
eel t
hat
they
mak
e a
larg
e nu
mbe
r of
pos
itive
com
men
ts to
stu
dent
s du
ring
the
cour
se o
fa
teac
hing
day
and
ver
y fe
w n
egat
ive
stat
emen
ts, w
hen
in r
ealit
y th
e nu
mbe
r of
nega
tive
and
posi
tive
inte
ract
ions
see
ms
tobe
ver
y cl
ose
in n
umbe
r. T
he r
emai
nder
of
the
obse
rved
beh
avio
rs in
thes
e th
ree
obse
rvat
ions
app
ear
to s
how
that
the
clas
sroo
ms
bein
g ob
serv
ed a
re r
elat
ivel
yge
nder
equ
itabl
e, b
ut w
ithou
t fur
ther
stud
y, w
e ca
n no
t be
cert
ain
of th
atst
atem
ent.
Ele
vent
h G
rade
Sum
mar
y:A
ll el
even
th g
rade
obs
erva
tions
wer
eco
mpl
eted
in a
hea
lth c
lass
, tau
ght b
y on
ein
stru
ctor
. The
stu
dent
sur
veys
and
the
teac
her
surv
ey w
ere
clos
ely
corr
elat
ed o
nm
any
of th
e qu
estio
ns. T
he te
ache
rre
port
ed "
alw
ays"
exp
ectin
g th
e sa
me
perf
orm
ance
fro
m b
oth
boys
and
gir
ls a
nd
CH
AN
GE
IN
AC
TIO
N
the
stud
ents
mos
tly a
gree
d w
ith 7
3 %
mak
ing
that
sta
tem
ent.
Of
thos
e w
ho d
idno
t agr
ee, i
t app
ears
that
nea
rly
20%
fel
tth
at th
is te
ache
r ex
pect
s m
ore
from
fem
ales
than
mal
es. W
hen
aske
d ab
out c
allin
gup
on s
tude
nts
to a
nsw
er q
uest
ions
,th
ete
ache
r re
spon
ded
that
he
"alw
ays"
rand
omiz
es s
elec
tion
of s
tude
nts.
The
cla
ssre
port
ed (
23 o
f 26
) th
at in
deed
this
teac
her
does
cal
l on
both
mal
es a
nd f
emal
es th
esa
me.
It i
s in
tere
stin
g to
not
e th
at in
at l
east
one
clas
sroo
m o
bser
vatio
n th
is w
as tr
uefo
rth
e fi
rst f
our
ques
tions
, but
then
the
rand
om d
raw
ing
ofna
mes
was
aban
done
d. I
n te
rms
of th
e co
gniti
ve le
vel
of th
e qu
estio
ns, 2
0 of
26
stud
ents
fel
t tha
tit
was
the
sam
e fo
r ea
ch g
ende
r, b
ut it
isin
tere
stin
g to
not
e th
at a
ll of
the
rem
aini
ngsi
x st
uden
ts f
elt t
hat t
he b
oys
wer
e as
ked
the
toug
her
ques
tions
by
this
inst
ruct
or.
On
the
teac
her
ques
tionn
aire
it w
asre
port
ed th
at s
tude
nts
are
"som
etim
es"
aske
d qu
estio
ns a
t the
sam
e co
gniti
ve le
vel.
Alth
ough
the
resp
onse
s by
bot
h pa
rtie
sco
rrel
ated
qui
te c
lose
ly, i
f th
ere
is a
nyin
equi
ty in
the
clas
s, it
fav
ors
bein
g a
girl
.H
owev
er, t
he m
ajor
ity o
f al
l stu
dent
s in
the
PAG
E .1
22
2 4
62
4 7
CL
OSE
UPS
clas
s fe
lt th
at th
is te
ache
r tr
ies
to tr
eat b
oth
mal
es a
nd f
emal
es a
like.
Dur
ing
the
clas
sroo
m o
bser
vatio
ns, i
t was
clea
r th
at in
this
par
ticul
ar c
lass
, the
re a
rea
lot o
f te
ache
r/st
uden
t int
erac
tions
. Tw
oof
the
obse
rved
less
ons
deal
t with
fee
lings
and
self
-con
cept
. The
stu
dent
s sh
ared
expe
rien
ces
and
wer
e as
ked
to g
ive
thei
rop
inio
ns o
n nu
mer
ous
occa
sion
s w
hich
wou
ld r
arel
y ha
ppen
in a
typi
cal c
olle
ge-
prep
mat
h or
sci
ence
cla
ss. T
his
subj
ect
area
in s
cien
ce le
nds
itsel
f m
uch
bette
r to
appe
arin
g ge
nder
equ
itabl
e th
an p
erha
psa
trad
ition
al c
lass
wou
ld. A
gain
, the
obse
rvat
ion
of th
ose
clas
ses
coul
d no
t be
acco
mpl
ishe
d by
thes
e re
sear
cher
s in
this
dist
rict
.
The
obs
erve
d he
alth
cla
ss is
hel
d in
sec
tions
mee
ting
ever
y ot
her
day.
Tw
o of
the
thre
eob
serv
atio
ns w
ere
with
a s
ingl
e se
ctio
n,w
hile
the
seco
nd o
bser
vatio
n w
as th
e ot
her
half
of
the
clas
s. I
n th
e tw
o ob
serv
atio
nsof
the
sam
e cl
ass,
a d
istin
ct g
eogr
aphi
cal
diff
eren
ce w
as n
oted
bet
wee
n th
e ri
ght a
ndle
ft s
ide
of th
e cl
assr
oom
. Whe
n a
diag
onal
is p
lace
d fr
om th
e fr
ont r
ight
cor
ner
of th
ecl
ass
to th
e ba
ck le
ft c
orne
r an
inte
rest
ing
phen
omen
on o
ccur
s. I
f yo
uar
e a
stud
ent
seat
ed o
n th
e le
ft s
ide
of th
at d
iago
nal,
you
are
likel
y to
rec
eive
fou
r tim
es a
s m
any
resp
onse
s as
you
r cl
assm
ates
sea
ted
to th
eri
ght o
f th
e di
agon
al.
In th
is c
lass
it a
ppea
rs to
the
rese
arch
ers
that
gen
der
ineq
uity
is n
ot a
n ap
pare
ntpr
oble
m. T
he d
ata
that
we
colle
cted
in a
llth
ree
mod
es is
nic
ely
corr
elat
ed a
nd s
how
sve
ry li
ttle,
if a
ny, g
ende
r bi
as. A
s no
ted
earl
ier,
if a
ny b
ias
is o
ccur
ring
, it f
avor
s th
egi
rls.
Thi
s sm
all p
ortio
n of
the
data
is q
uite
inte
rest
ing,
but
it is
not
pos
sibl
e fo
r th
ere
sear
cher
s to
fur
ther
inve
stig
ate
this
phen
omen
on a
t the
pre
sent
tim
e w
ithou
tch
angi
ng th
e fo
cus
of th
e re
sear
ch q
uest
ion.
Sugg
estio
ns:
The
cla
ss d
id n
ot s
how
sig
nifi
cant
exam
ples
of
gend
er b
ias,
but
it d
id s
how
som
e cl
assr
oom
dyn
amic
s pr
oble
ms.
If
we
wer
e to
mak
e an
y su
gges
tions
to th
iste
ache
r, th
ey w
ould
be
with
res
pect
toge
ogra
phy.
The
geo
grap
hy o
f th
ecl
assr
oom
has
a s
erio
us im
pact
on
whe
ther
or n
ot s
tude
nts
are
sele
cted
to in
tera
ct w
ithth
e te
ache
r. B
y be
ing
mor
e ge
ogra
phic
ally
awar
e, th
is in
stru
ctor
cou
ld b
e m
ore
249
PAG
E 1
23
248
incl
usiv
e of
all
stud
ents
. The
inst
ruct
or d
idus
e ra
ndom
sel
ectio
n pa
rt o
f th
e tim
e, b
utit
was
dis
cont
inue
d pa
rt w
ay in
to th
ele
sson
dur
ing
one
obse
rvat
ion.
We
feel
that
this
inst
ruct
or c
ould
elim
inat
e th
ege
ogra
phic
al b
ias
by s
elec
ting
stud
ents
by
draw
ing
card
s as
was
dem
onst
rate
d at
leas
tte
mpo
rari
ly. O
vera
ll, in
term
s of
gen
der
bias
, we
feel
that
this
inst
ruct
or h
as d
one
are
ason
able
job
of a
void
ing
gend
erdi
scri
min
atio
n in
his
inst
ruct
iona
lm
etho
ds.
Stan
dard
ized
Tes
t Sco
res:
The
nex
t dat
a w
e co
llect
ed in
this
pro
ject
wer
e st
anda
rdiz
ed te
st s
core
s. W
e fe
lt th
at,th
e ob
ject
ivity
of
the
num
bers
wou
ld c
reat
ea
data
set
that
wou
ld a
llow
us
to v
alid
ate
the
subj
ectiv
e ob
serv
atio
ns w
e m
ade.
For
the
stan
dard
ized
test
sco
re p
ortio
n of
the
rese
arch
pro
ject
, we
look
ed o
nly
at g
rade
s4,
6,8
and
10. T
hese
gra
de le
vels
wer
ech
osen
in o
rder
for
us
to c
ompa
re o
urob
serv
atio
nal d
ata
to th
e te
st s
core
s. W
eth
rew
out
the
kind
erga
rten
and
sec
ond
grad
e ac
hiev
emen
t tes
t sco
res
as it
was
sugg
este
d to
us
that
thos
e sc
ores
do
not
carr
y m
uch
valid
ity. W
hen
we
look
ed a
t
CH
AN
GE
IN
AC
TIO
N
the
test
sco
res,
we
initi
ally
not
ed w
hat w
eth
ough
t to
be s
igni
fica
nt tr
ends
. How
ever
,th
e ob
ject
ivity
of
this
por
tion
of th
e re
sear
chpr
ojec
t als
o be
cam
e su
bjec
tive
in th
atin
terp
reta
tion
of th
e da
ta, e
spec
ially
whe
nth
e st
anda
rd e
rror
of
the
test
was
take
n in
toco
nsid
erat
ion,
sho
wed
littl
e of
sig
nifi
cant
valu
e. T
his
data
did
not
, how
ever
, dis
cred
itou
r co
nclu
sion
that
was
der
ived
usi
ngth
eob
serv
atio
nal a
nd s
urve
y po
rtio
ns o
f th
ere
sear
ch. I
n re
ality
, it s
eem
ed to
con
firm
wha
t we
now
bel
ieve
to b
e tr
ue.
Initi
ally
, whe
n lo
okin
g at
the
stat
istic
s fo
rth
e 19
95 A
chie
vem
ent T
ests
in m
ath
and
scie
nce,
we
felt
we
had
foun
d a
gene
ral
tren
d. I
t app
eare
d th
at s
tude
nts
in m
ath
from
our
sch
ool d
id n
ot c
onfo
rm to
the
sam
e tr
ends
that
occ
ur n
atio
nally
whe
nco
mpa
ring
boy
/gir
l tes
t sco
res.
Gir
ls in
the
grad
e le
vels
we
obse
rved
wer
est
atis
tical
ly in
hig
her
perc
entil
es th
an w
ere
the
boys
. Onl
y in
gra
de f
our
did
boys
sco
rein
a m
uch
high
er p
erce
ntile
than
gir
ls. I
nth
e ot
her
grad
es, g
irls
wer
e be
twee
n 2
and
17 p
erce
ntile
poi
nts
bette
r th
an th
e bo
ys.
How
ever
, we
need
to q
ualif
y th
is s
tate
men
tso
mew
hat,
as tw
o of
the
thre
e gr
ade
leve
l
CL
OSE
UPS
perc
entil
e sc
ores
are
with
in th
e st
atis
tical
erro
r of
the
test
, mea
ning
that
in th
ose
grad
es th
e bo
ys/g
irls
are
sta
tistic
ally
equi
vale
nt in
ach
ieve
men
t.
In lo
okin
g at
the
scie
nce
port
ion
of th
eac
hiev
emen
t tes
t, w
e di
d no
t fin
d qu
ite th
esa
me
patte
rn. I
nitia
lly, i
t app
ears
that
boy
ssc
ored
in h
ighe
r pe
rcen
tiles
in a
ll gr
ade
leve
ls. H
owev
er, o
nce
agai
n th
e st
atis
tical
erro
r of
thes
e te
sts
at tw
o of
the
grad
e le
vels
indi
cate
s th
at b
oth
the
boys
and
gir
ls a
reac
hiev
ing
at o
r ne
ar th
e sa
me
leve
l.
Whi
le c
ompa
ring
sco
res
in e
ach
grad
e fr
omsu
bjec
t to
subj
ect,
som
e in
tere
stin
g pa
ttern
sap
pear
. Gra
de f
our
was
the
only
leve
l at
whi
ch, i
n bo
th te
sts,
a s
ingl
e ge
nder
, the
boys
, dis
prop
ortio
nate
ly o
utsc
ored
thei
rco
unte
rpar
ts.
In g
rade
eig
ht, t
he m
ath
scor
es w
ere
stat
istic
ally
with
in s
tand
ard
erro
r fo
r th
e tw
o ge
nder
s, w
hile
in s
cien
ce,
the
scor
es s
how
the
boys
nin
etee
npe
rcen
tile
poin
ts a
head
of
the
girl
s.In
grad
e si
x, th
e sc
ienc
e sc
ores
wer
est
atis
tical
ly e
ven
whi
le th
e m
ath
scor
essh
ow th
e gi
rls
seve
ntee
n pe
rcen
tile
poin
tsah
ead
of th
e bo
ys.
Gen
der
Ana
lysi
s of
199
5 A
chie
vem
ent T
ests
In
Mat
h A
nd S
cien
ce
Ach
ieve
men
t tes
t sco
res
wer
e ga
ther
ed f
or th
e st
uden
ts' p
revi
ous
year
. For
exa
mpl
e,w
ith th
e fi
fth
grad
e cl
ass
we
obse
rved
, we
look
ed a
t the
ir a
chie
vem
ent t
est s
core
s fr
omth
e fo
urth
gra
de.
Gra
de
Mat
h
Mal
esFe
mal
esM
ales
Perc
entil
ePe
rcen
tile
Perc
entil
eScie
nce
Fem
ales
Perc
entil
e4 6 8 10
90 68 69 86
60 85 75 84
76 75 87 86
50 71 68 80
252
,
Car
eer
And
Col
lege
Maj
or C
hoic
es:
We
anal
yzed
the
care
er a
nd c
olle
ge m
ajor
choi
ces
of o
ur g
radu
ates
fro
m th
e pa
stse
ven
year
s. W
e ch
ose
to d
isre
gard
all
stud
ents
who
had
ent
ered
the
mili
tary
or
the
wor
k fo
rce
and
conc
entr
ated
on
thos
est
uden
ts w
ho w
ere
curr
ently
atte
ndin
gpo
stse
cond
ary
scho
ol o
r ha
d gr
adua
ted.
We
chos
e on
ly to
acc
ept a
s m
ath
and
scie
nce
rela
ted
fiel
ds th
ose
maj
ors
that
requ
ired
an
exte
nsiv
e st
udy
of m
athe
mat
ics
or s
cien
ce c
ours
es. T
he f
ollo
win
g m
ajor
sw
ere
incl
uded
:
Hea
lth r
elat
ed p
rofe
ssio
ns w
hich
requ
ired
a f
our-
year
col
lege
;A
ll bu
sine
ss r
elat
ed p
rofe
ssio
nsac
quir
ed v
ia a
fou
r-ye
ar c
olle
ge;
Act
uari
al s
cien
ce m
ajor
s;E
ngin
eeri
ng m
ajor
s;Pu
re m
athe
mat
ics
or s
cien
ce m
ajor
s;
oC
ompu
ter
scie
nce
maj
ors;
All
mat
h or
sci
ence
edu
catio
nm
ajor
s.
Thi
s po
rtio
n of
the
rese
arch
was
fou
nd to
be s
omew
hat d
epre
ssin
g to
us.
In
a sm
all
scho
ol s
uch
as o
urs,
whe
re it
is n
ot
CH
AN
GE
IN
AC
TIO
N
unco
mm
on to
hav
e a
stud
ent f
or f
ive
or s
ixco
nsec
utiv
e ye
ars,
we
beco
me
quite
atta
ched
to o
ur p
upils
. As
grad
uatio
nap
proa
ches
and
we
are
aske
d to
wri
tenu
mer
ous
reco
mm
enda
tions
for
thes
est
uden
ts, w
e sp
end
a gr
eat d
eal o
f tim
elis
teni
ng to
and
dis
cuss
ing
thei
r ho
pes
and
drea
ms.
It a
lway
s ap
pear
s as
if th
ey le
ave
us w
ith v
ery
wor
thy
aspi
ratio
ns, y
et w
hen
we
look
ed a
t whe
re th
ey h
ad tr
avel
ed o
ver
the
past
yea
rs, w
e fo
und
man
y un
able
tore
ach
thei
r go
als
due
to a
var
iety
of
reas
ons
and
circ
umst
ance
s. I
t was
dis
hear
teni
ngto
see
wha
t som
e of
our
stu
dent
s ha
d no
tac
com
plis
hed
sinc
e le
avin
g ou
r do
orw
ays.
On
the
othe
r ha
nd, w
e w
ere
also
ple
asan
tlysu
rpri
sed
by th
e ne
arly
30%
ave
rage
of
both
boy
s an
d gi
rls
ente
ring
wha
t we
had
cate
gori
zed
as m
ath
/ sci
ence
rel
ated
fie
lds.
Als
o in
tere
stin
g to
us
was
the
fact
that
we
had
two
mal
es w
ho c
hose
to b
ecom
ere
gist
ered
nur
ses,
a p
redo
min
atel
y fe
mal
eca
reer
dom
ain,
whi
le tw
o gi
rls
had
chos
enac
tuar
ial s
cien
ce c
aree
rs, a
hea
vily
mal
e-do
min
ated
car
eer.
PAG
E 1
26
254
CL
OSE
UPS
Post
-Sec
onda
ry E
duca
tion
H.S
.G
rad.
Tot
alY
ear
Stud
ents
Boy
sG
irls
Tot
al in
Mat
h/Sc
ienc
ePe
rcen
t in
Mat
h/Sc
ienc
eB
oys
Gir
lsB
oys
Gir
ls
1995
1994
1993
1992
1991
1990
1989
16 26 22 15 18 17 19
6 17 10 8 11 10 10
10 9 12 7 7 7 9
2 7 0 2 5 2 2
3 6 6 2 4 0 2
33%
41%
0% 25%
45%
20%
20%
30%
67%
50%
29%
57%
0% 22%
Con
clus
ions
:W
ith o
ur v
arie
ty o
f da
ta, w
e fe
elco
mfo
rtab
le th
at o
ur c
oncl
usio
n is
acc
urat
efo
r ou
r pu
blic
sch
ool.
Aft
er c
onsi
deri
ng a
llof
the
data
col
lect
ed, i
t app
ears
that
ther
eis
a w
ide
rang
e of
gen
der
equi
tabl
ein
tera
ctio
ns th
at o
ccur
bet
wee
n te
ache
rsan
d st
uden
ts o
n a
daily
bas
is d
urin
g m
ath
and
scie
nce
inst
ruct
ion
at o
ur s
choo
l. A
sex
pect
ed, i
t app
ears
that
the
teac
her
and
his/
her
inst
ruct
iona
l met
hods
larg
ely
dete
rmin
e w
heth
er th
e st
uden
ts p
erce
ive
the
clas
s as
one
in w
hich
bot
h se
xes
are
trea
ted
equa
lly. T
he s
tude
nts'
per
cept
ions
of th
e ge
nder
equ
itabi
lity
in c
lass
room
inst
ruct
ion,
for
the
mos
t par
t, fi
t the
obse
rvat
iona
l dat
a co
llect
ed.
It a
lso
appe
ars
that
the
gend
er o
f th
e fa
culty
pers
onne
l doe
s no
t det
erm
ine
how
gen
der
equi
tabl
e th
at te
ache
r is
, nor
doe
s th
e gr
ade
leve
l bei
ng ta
ught
see
m to
aff
ect t
heob
serv
atio
nal o
r su
rvey
por
tion
of th
ere
sear
ch.
It d
oes
appe
ar th
at th
ose
teac
hers
who
hav
eha
d so
me
trai
ning
in g
ende
r eq
uity
issu
es
It d
oes
appe
arth
at th
ose
teac
hers
who
have
had
som
etr
aini
ng in
gen
der
equi
ty is
sues
are
mor
e eq
uita
ble
inth
eir
inte
ract
ions
with
stu
dent
s.
are
mor
e eq
uita
ble
in th
eir
inte
ract
ions
with
stud
ents
. In
addi
tion,
it a
ppea
rs th
at if
cert
ain
tech
niqu
es s
uch
as th
e ra
ndom
draw
ing
of n
ames
to a
nsw
er q
uest
ions
isem
ploy
ed, e
ven
occa
sion
ally
, by
anin
stru
ctor
, the
stu
dent
s pe
rcei
ve th
atin
stru
ctor
to b
e m
ore
gend
er e
quita
ble.
Whi
le th
e us
e of
ran
dom
dra
win
g w
as a
tbe
st "
rand
om"
duri
ng th
e ob
serv
atio
ns, i
tsus
e ha
d a
dram
atic
impa
ct o
n th
e st
uden
tsu
rvey
res
pons
es.
Plan
of
Act
ion:
We
inte
nd to
intr
oduc
e th
e fi
ndin
gs o
f ou
rge
nder
res
earc
h to
the
facu
lty a
nd s
taff
at
our
scho
ol d
urin
g th
e te
ache
r in
serv
ice
days
in A
ugus
t of
1996
. We
hope
to h
elp
our
colle
ague
s w
ith te
chni
ques
they
can
use
to b
alan
ce th
e ge
nder
equ
atio
n an
dcr
eate
an
info
rmed
sta
ff w
ho c
an c
reat
e a
gend
er e
quita
ble
envi
ronm
ent f
or e
very
stud
ent.
It is
our
inte
ntio
n to
sha
re th
e
CH
AN
GE
IN
AC
TIO
N
resu
lts in
a f
ashi
on th
at d
oes
not s
ingl
e ou
tth
e pa
rtic
ipan
ts o
f ou
r re
sear
ch. W
e be
lieve
that
by
pres
entin
g ou
r fi
ndin
gs a
nd th
ein
form
atio
n w
e ha
ve o
btai
ned
from
the
liter
atur
e, w
e ca
n m
ake
our
staf
f m
ore
awar
e of
how
muc
h in
flue
nce
each
of
usha
s on
the
choi
ces
that
bot
h gi
rls
and
boys
mak
e in
term
s of
bot
h cl
asse
s se
lect
ed a
ndca
reer
s ch
osen
.
Onc
e w
e ha
ve d
one
our
initi
al p
rese
ntat
ion
to th
e st
aff
and
hope
fully
rai
sed
thei
raw
aren
ess
of g
ende
r is
sues
that
are
affe
ctin
g ou
r st
uden
ts, w
e in
tend
to f
ollo
wup
with
a s
urve
y. T
his
surv
ey w
ill in
dica
tew
heth
er th
e te
ache
rs a
re u
sing
any
of
the
met
hods
we
have
sug
gest
ed. I
t is
our
hope
that
we
can
enco
urag
e ou
r st
aff
to r
ecor
dsp
ecif
ic s
ucce
sses
and
pro
blem
s w
hich
they
enco
unte
r w
hile
tryi
ng to
impl
emen
tsu
gges
tions
for
a m
ore
gend
er e
quita
ble
scho
ol s
yste
m.
PAG
E 1
28
825
J
CL
OSE
UPS
INN
OV
AT
IVE
TE
AC
HIN
G S
TR
AT
EG
IES
IN A
N I
NT
RO
DU
CT
OR
Y L
EV
EL
GE
OL
OG
Y C
LA
SS, U
NIV
ER
SIT
Y O
F N
EB
RA
SKA
-LIN
CO
LN
Sanf
ord
S. K
apla
n, P
h.D
.D
epar
tmen
t of
Geo
logy
Uni
vers
ity o
f N
ebra
ska-
Lin
coln
Lin
coln
, Neb
rask
a
Prob
lem
:M
any
of to
day'
s un
derg
radu
ate
stud
ents
incl
udin
g sc
ienc
e an
d no
n-sc
ienc
e m
ajor
s,pr
e-se
rvic
e te
ache
rs, a
nd n
on-t
radi
tiona
lst
uden
tsco
me
to c
olle
ge w
ith a
nin
adeq
uate
und
erst
andi
ng o
f sc
ienc
e.O
vere
mph
asis
see
ms
to h
ave
been
pla
ced
on m
axim
izin
g st
uden
t exp
osur
e to
voca
bula
ry a
nd f
acts
rat
her
than
exa
min
ing
the
broa
d co
ncep
ts o
f sc
ienc
e. H
igh
scho
olte
ache
rs m
ay d
o th
is in
an
effo
rt to
adeq
uate
ly p
repa
re th
eir
stud
ents
for
colle
ge-l
evel
cla
sses
. Bea
rdsl
ey (
1992
)st
ates
that
ther
e is
a "
a w
ides
prea
dco
nvic
tion
that
pre
-col
lege
mat
hem
atic
san
d sc
ienc
e ed
ucat
ion
in th
e U
.S. i
s in
suc
ha
grim
sta
te th
at r
adic
al r
efor
ms
are
urge
nt."
For
exa
mpl
e, b
iolo
gy is
a c
omm
onco
urse
off
erin
g in
man
y hi
gh s
choo
ls a
cros
sth
e U
.S. L
eary
(19
90)
repo
rts
that
the
Nat
iona
l Res
earc
h C
ounc
il ha
s fo
und
that
"Bio
logy
is s
o po
orly
taug
ht th
at th
eex
peri
ence
see
ms
desi
gned
to s
nuff
out
inte
rest
."
Bea
rdsl
ey (
1992
) re
port
s th
at th
e nu
mbe
rof
stu
dent
s be
twee
n gr
ades
4 a
nd 1
2an
swer
ing
"No"
to th
e qu
estio
n "D
o yo
ulik
e sc
ienc
e?"
incr
ease
s be
twee
n th
ese
grad
es f
rom
20
to 3
5 pe
rcen
t. A
s a
resu
lt of
fact
-ori
ente
d ex
posu
res
to s
cien
ce in
prim
ary
and
seco
ndar
ysc
hool
s,un
derg
radu
ate
stud
ents
com
e to
col
lege
with
no
real
und
erst
andi
ng o
f th
e pr
oces
sof
sci
ence
, poo
r pr
epar
atio
n to
par
ticip
ate
in s
cien
ce c
lass
es, a
nd a
n at
titud
e th
at th
eex
peri
ence
will
be
inev
itabl
y pa
infu
l. T
hey
know
fro
m e
xper
ienc
e th
at s
cien
ce (
1) is
ful
lof
dis
join
ted
fact
s, (
2) c
onta
ins
a di
ffic
ult-
to-u
nder
stan
d ja
rgon
com
bine
d w
ith o
ver-
depe
nden
ce o
n co
mpl
icat
ed m
athe
mat
ics,
and,
mos
t thr
eate
ning
ly, (
3) la
cks
a
260
261
PAG
E 1
29
Stud
ents
oft
engr
adua
te f
rom
colle
ge w
ithou
t akn
owle
dge
ofw
hat s
cien
ce is
,ho
w it
ope
rate
s,w
hat i
tco
nstit
utes
, and
how
it a
ffec
tsm
oder
nci
viliz
atio
n.
mis
sion
that
all
the
good
sci
ence
has
alre
ady
been
don
e an
d th
ere
is li
ttle
mor
eto
fin
d ou
t abo
ut th
e w
orld
aro
und
us.
Mos
t im
port
antly
, und
ergr
adua
te s
tude
nts
do n
ot v
iew
sci
ence
as
a pr
oces
s an
d ha
vea
poor
und
erst
andi
ng o
f w
hat s
epar
ates
"sci
ence
" fr
om "
non-
scie
nce.
"
At t
he u
nder
grad
uate
leve
l, m
any
stud
ents
are
unw
illin
g to
con
side
r a
fiel
d of
sci
ence
as a
pot
entia
l maj
or o
r ca
reer
opt
ion
as a
cons
eque
nce
of th
ese
expe
rien
ces.
The
sest
uden
ts w
ill ta
ke o
nly
the
bare
min
imum
of s
cien
ce c
ours
es r
equi
red
for
grad
uatio
n.St
uden
ts w
ho d
ecla
re th
emse
lves
inte
rest
ed in
a s
cien
ce m
ajor
are
oft
enov
erw
helm
ed b
y th
e va
st a
mou
nt o
f fa
ctua
lkn
owle
dge
pres
ente
d in
a ty
pica
lin
trod
ucto
ry-l
evel
sci
ence
cou
rse
and
focu
son
ly o
n th
e co
urse
s th
ey n
eed
to m
aste
r in
orde
r to
gra
duat
e in
thei
r ch
osen
fie
ld o
fsc
ienc
e. T
he r
esul
t of
all t
his
is th
at s
tude
nts
ofte
n gr
adua
te f
rom
col
lege
with
out a
know
ledg
e of
wha
t sci
ence
is, h
ow it
oper
ates
, wha
t it c
onst
itute
s, a
nd h
ow it
affe
cts
mod
ern
civi
lizat
ion.
Eve
n if
they
succ
essf
ully
nav
igat
e th
eir
way
thro
ugh
exis
ting
intr
oduc
tory
-lev
el s
cien
ce c
lass
es,
man
y st
uden
ts g
radu
atin
g fr
om o
ur
CH
AN
GE
IN
AC
TIO
N
colle
ges
toda
y ar
e, a
t bes
t, fa
ct-r
ich
but
conc
ept-
poor
.Po
ol (
1990
) ne
atly
sum
mar
izes
the
end-
resu
lt of
man
yin
trod
ucto
ry-l
evel
col
lege
sci
ence
cla
sses
by s
tatin
g th
at "
Intr
oduc
tory
cou
rses
may
give
maj
ors
ever
ythi
ng th
ey n
eed
toco
ntin
ue o
n to
mor
e ad
vanc
ed c
lass
es, b
uta
stud
ent w
ho is
onl
y go
ing
to ta
ke a
phys
ics
(or
chem
istr
y or
bio
logy
or
geol
ogy)
cou
rse
need
s bo
th m
uch
less
and
muc
h m
ore.
"
I w
ould
hav
e to
cha
ract
eriz
e m
y ow
ntr
aditi
onal
, lec
ture
-onl
y st
yle
geol
ogy
cour
se, "
Lif
e of
the
Past
" (L
OP)
, typ
ical
of
this
intr
oduc
tory
-lev
el c
ours
e ge
nre.
My
obje
ctiv
e fo
r th
e co
urse
was
to c
over
the
cour
se te
xts
(Ric
hard
Cow
en, H
isto
ry o
f L
ife,
1995
, and
Ste
phen
Jay
Gou
ld, W
onde
iful
Lif
e, 1
989)
com
plet
ely
and
pres
ent a
s m
uch
cont
ent a
s po
ssib
le.
The
Cha
lleng
e:T
wo
even
ts s
igni
fica
ntly
impa
cted
my
deci
sion
to im
plem
ent s
ome
inno
vativ
ete
achi
ng s
trat
egie
s in
my
Spri
ng, 1
995-
96L
OP
clas
s: m
y pa
rtic
ipat
ion
in a
wor
ksho
pco
ncer
ned
with
trai
ning
pre
-ser
vice
sci
ence
PAG
E 1
30
262
2E33
CL
OSE
UPS
teac
hers
and
my
role
as
proj
ect c
oord
inat
orfo
r th
e SE
ER
Wat
er P
roje
ct.
The
wor
ksho
p w
as s
pons
ored
by
the
Cen
ter
for
Scie
nce,
Mat
h, a
nd C
ompu
ter
Edu
catio
n at
Uni
vers
ity o
f N
ebra
ska-
Lin
coln
(U
NL
) an
d su
ppor
ted
by th
eH
owar
d H
ughe
s M
edic
al I
nstit
ute
Bio
logi
cal S
cien
ces
Gra
nt. T
he w
orks
hop
focu
sed
on e
xam
inin
g cu
rren
t cou
rse
offe
ring
s fo
r pr
e-se
rvic
e sc
ienc
e te
ache
rs a
tU
NL
and
oth
er s
choo
ls, e
valu
atin
g ho
wth
ese
cour
ses
asse
ss le
arni
ng, a
ndde
mon
stra
ting
som
e in
nova
tive
teac
hing
stra
tegi
es f
or p
rese
ntin
g th
ese
clas
ses.
Inte
rest
ingl
y, th
e w
orks
hop
itsel
f in
volv
ednu
mer
ous
wor
k-se
ssio
ns in
whi
ch th
epa
rtic
ipan
ts e
valu
ated
issu
es u
sing
the
peda
gogi
cal t
echn
ique
s be
ing
exam
ined
inth
e w
orks
hop.
In J
anua
ry, 1
995,
I b
ecam
e th
e Pr
ojec
tC
oord
inat
or f
or th
e Sa
telli
te E
duca
tion
and
Env
iron
men
tal R
esea
rch
(SE
ER
) W
ater
Proj
ect.
The
SE
ER
Wat
er P
roje
ct c
onsi
sted
of a
ser
ies
of 1
5 w
eekl
y, tw
o-ho
ur T
uesd
aybr
oadc
asts
tele
vise
d vi
a sa
telli
te to
15
dow
nlin
k si
tes
acro
ss N
ebra
ska
duri
ngFa
ll, 1
995.
The
dow
nlin
k si
te g
roup
s
rang
ed in
siz
e fr
om 3
to 1
2 te
ache
rs, a
ndin
clud
ed a
mix
of
larg
e, u
rban
and
subu
rban
sch
ools
, and
sev
eral
sm
all,
rura
lsc
hool
s w
ith to
tal s
tude
nt e
nrol
lmen
ts (
K-
12)
of le
ss th
an 3
50 s
tude
nts.
Usi
ng th
eth
eme
of "
Wat
er,"
eac
h br
oadc
ast i
nclu
ded
the
follo
win
g el
emen
ts:
prov
idin
g ne
w s
cien
ce c
onte
nt in
the
area
s of
bio
logy
, che
mis
try,
and
geol
ogy;
enco
urag
ing
inco
rpor
atio
n of
scie
ntif
ic r
esea
rch
in N
ebra
ska
scho
ols;
intr
oduc
ing
teac
hers
to n
ewpe
dago
gica
l mod
els;
incl
udin
g co
oper
ativ
e le
arni
ng a
ndgr
oup
wor
k;jo
urna
ling
and
the
use
of c
ompu
ter
tech
nolo
gy;
illus
trat
ing
the
rela
tions
hip
betw
een
scie
nce
and
publ
ic p
olic
y;ex
amin
ing
the
cultu
ral a
ndm
ultic
ultu
ral i
ssue
s in
wat
erpr
actic
es.
Act
iviti
es to
ach
ieve
thes
e ob
ject
ives
incl
uded
inte
ract
ive
expe
rim
ents
,
264
265
PAG
E 1
31
dem
onst
ratio
ns, p
anel
dis
cuss
ions
, and
inte
rvie
ws
with
var
ious
exp
erts
and
pub
licof
fici
als.
A u
niqu
e as
pect
of
the
SEE
R W
ater
Proj
ect b
road
cast
ser
ies
was
its
emph
asis
on te
ache
r pa
rtic
ipat
ion
duri
ng th
ete
levi
sion
bro
adca
sts.
Edu
cato
rs le
arn
bydo
ing.
The
y co
nduc
ted
expe
rim
ents
,pa
rtic
ipat
ed in
gro
up d
iscu
ssio
ns,
prac
ticed
coo
pera
tive
lear
ning
, and
refl
ecte
d on
thei
r ex
peri
ence
s.
As
a pa
rtic
ipat
ing
mem
ber
of th
e te
amw
hich
pre
pare
d ea
ch b
road
cast
and
pres
ente
d it
to te
ache
r au
dien
ces,
I b
ecam
eaw
are
of h
ow th
ese
new
ped
agog
ical
mod
els
wor
ked.
I re
cogn
ized
that
thes
ete
chni
ques
cou
ld b
e us
ed in
a v
arie
ty o
fse
tting
s, a
lthou
gh th
e pa
rtic
ipat
ing
SEE
Rau
dien
ce w
as a
sel
ect g
roup
of
teac
hers
who
wer
e no
t rep
rese
ntat
ive
of th
e av
erag
est
uden
t pop
ulat
ion
in th
e U
NL
cla
sses
.
I ca
nnot
rec
all w
hen
I m
ade
the
deci
sion
tore
vam
p th
e st
ruct
ure
of L
OP,
but
Ire
mem
ber
that
we
had
alre
ady
com
plet
edse
vera
l of
the
SEE
R W
ater
Pro
ject
Bro
adca
sts
befo
re I
ser
ious
ly e
nter
tain
edth
e no
tion
of r
evis
ing
thy
sylla
bus.
I w
asen
cour
aged
to d
o so
by
seve
ral o
f m
y co
-
CH
AN
GE
IN
AC
TIO
N
wor
kers
. Dr.
Bet
sy K
ean,
a P
rinc
ipal
Inve
stig
ator
for
the
SEE
R P
roje
ct a
nd a
mem
ber
of th
e U
NL
Dep
artm
ent o
fC
urri
culu
m a
nd I
nstr
uctio
n, in
form
ed m
eth
at th
ere
was
an
actio
n re
sear
ch c
lass
form
ing
in w
hich
I c
ould
exp
lore
the
impl
emen
tatio
n of
thes
e pe
dago
gica
lte
chni
ques
in m
y cl
ass.
I th
ink
that
it w
asm
y sc
ient
ific
cur
iosi
ty m
ore
than
any
thin
gw
hich
pro
mpt
ed m
e to
rev
ise
my
cour
se. I
deci
ded
that
I w
ould
con
duct
an
expe
rim
ent t
o se
e if
thes
e pe
dago
gica
lte
chni
ques
had
an
impa
ct o
n th
e w
ay m
yst
uden
ts le
arne
d th
e m
ater
ial i
n L
OP.
Ien
rolle
d in
the
actio
n re
sear
ch c
lass
off
ered
by D
r. D
e T
onac
k an
d so
on d
isco
vere
d th
atm
any
of th
e te
ache
rs p
artic
ipat
ing
in th
eSE
ER
Wat
er P
roje
ct w
ere
also
taki
ng th
eac
tion
rese
arch
cla
ss w
ith m
e! I
t was
asu
rpri
se (
and
a so
urce
of
enco
urag
emen
t)to
be
able
to w
ork
so c
lose
ly w
ith th
ese
prof
essi
onal
s w
ho k
new
me
far
bette
r th
anI
knew
them
at t
he s
tart
of
the
clas
s!
Man
y pe
ople
enc
oura
ged
me
to g
radu
ally
intr
oduc
e ne
w te
achi
ng s
trat
egie
s in
to m
ycl
ass
over
the
cour
se o
f se
vera
l sem
este
rs,
so th
at I
cou
ld e
valu
ate
diff
eren
t tec
hniq
ues
to s
ee w
hich
wou
ld w
ork
and
whi
ch m
ight
CL
OSE
UPS
not b
e as
suc
cess
ful.
Dis
rega
rdin
g al
l thi
sad
vice
, how
ever
, I d
ecid
ed to
com
plet
ely
revi
se m
y cl
ass
usin
g as
man
y ne
wte
chni
ques
as
poss
ible
.I
belie
ved
that
doin
g so
wou
ld e
nabl
e m
e to
bet
ter
dete
rmin
e th
e ou
tcom
e of
my
expe
rim
ent.
The
Exp
erim
ent:
A p
rope
r sc
ient
ific
exp
erim
ent r
equi
res
som
e co
ntro
l dat
a ag
ains
t whi
ch to
com
pare
the
resu
lts o
f th
e ex
peri
men
t. T
his
was
lack
ing;
I h
ad n
ever
pre
viou
sly
envi
sion
ed r
evis
ing
my
LO
P cl
ass
in th
isw
ay a
nd h
ad n
ever
sys
tem
atic
ally
eval
uate
d th
e pe
dago
gica
l sty
le o
f th
epr
evio
uscl
asse
sI
had
offe
red.
Com
plic
atin
g th
is p
ictu
re w
as th
e fa
ct th
atth
e en
rollm
ent i
n L
OP
vari
es f
rom
sem
este
rto
sem
este
r. W
hen
it is
off
ered
in th
e fa
llse
mes
ter,
LO
P us
ually
fill
s th
e au
dito
rium
in B
esse
y H
all (
abou
t 190
stu
dent
s). W
hen
offe
red
in th
e sp
ring
sem
este
r, I
lim
iten
rollm
ent t
o 70
stu
dent
s an
d ho
ld th
e cl
ass
in a
sm
alle
r le
ctur
e ro
om in
Bes
sey
Hal
l.E
ven
usin
g m
y tr
aditi
onal
lect
ure
form
at,
I al
way
s en
joye
d th
e m
ore
intim
ate
surr
ound
ings
of
the
smal
ler
clas
sroo
msi
nce
it en
able
d m
e to
get
to k
now
my
stud
ents
a li
ttle
bette
r. H
owev
er, I
had
no
data
on
wha
t stu
dent
s le
arne
d in
my
prev
ious
cla
sses
. Whi
le s
tude
nts
at U
NL
are
aske
d to
fill
out
cou
rse
eval
uatio
n fo
rms
at th
e en
d of
eac
h se
mes
ter,
man
y st
uden
tsch
oose
not
to d
o so
, and
of
thos
e w
ho d
o,m
any
addr
ess
issu
es r
elat
ed to
the
prof
esso
r's e
xper
tise,
sty
le, a
nd c
lass
man
agem
ent.
To
rect
ify
this
gap
in m
y da
taba
se, I
pre
pare
d a
ques
tionn
aire
whi
ch I
aske
d fo
rmer
stu
dent
s to
com
plet
e. T
hesa
mpl
e po
pula
tion
was
lim
ited
to th
ose
stud
ents
I c
ould
fin
d ar
ound
cam
pus,
and
I co
llect
ed o
nly
12 q
uest
ionn
aire
s pr
ior
toth
e st
art o
f th
e sp
ring
sem
este
r. T
hequ
estio
nnai
re a
sked
stu
dent
s fo
ur it
ems:
(1)
to li
st s
ome
thin
gs/c
once
pts
they
rem
embe
red
from
cla
ss a
nd to
indi
cate
how
long
it h
ad b
een
sinc
e th
ey w
ere
inm
y cl
ass,
(2)
to d
escr
ibe
any
cont
rove
rsia
lis
sues
that
wer
e co
nsid
ered
in th
eir
LO
Pcl
ass,
(3)
to m
entio
n so
me
way
s in
whi
chth
ey th
ough
t the
cla
ss c
ould
be
impr
oved
,an
d (4
) "O
ther
com
men
ts"
wer
e so
licite
d.T
hose
who
fill
ed o
ut th
e qu
estio
nnai
rew
ere
also
ask
ed s
ome
basi
c de
mog
raph
icin
form
atio
n, s
uch
as th
eir
nam
e, a
ddre
ss,
and
a co
ntac
t pho
ne n
umbe
r.
268
269
PAG
E 1
33
Thi
s le
d m
e to
thin
k th
atpe
rhap
s I
was
aski
ng m
yst
uden
ts to
rem
embe
r to
om
any
thin
gs, a
ndth
at th
e ke
yco
ncep
ts w
ere
bein
g di
lute
d w
ithlo
ts o
f in
tere
stin
g,bu
t not
hig
hly
impo
rtan
t,in
form
atio
n.
The
res
pons
es to
the
ques
tionn
aire
sre
veal
ed s
ome
surp
risi
ng r
esul
ts.
I ha
dbe
en c
onvi
nced
that
I w
as m
anag
ing
toco
mm
unic
ate
key
idea
s to
stu
dent
s,in
clud
ing
the
conc
epts
of
evol
utio
n, s
cien
ceve
rsus
non
-sci
ence
, geo
logi
c tim
e, a
nd th
ero
le o
f ge
olog
ic h
isto
ry in
inte
rpre
ting
past
life.
I w
as s
urpr
ised
to d
isco
ver
that
of
the
12 r
espo
nses
rec
eive
d, o
nly
six
men
tione
d"e
volu
tion"
as
an im
port
ant c
once
ptre
mem
bere
d.Si
mila
rly,
onl
y fo
urre
spon
dent
s m
entio
ned
geol
ogic
tim
e, tw
om
entio
ned
extin
ctio
n, a
nd th
ree
men
tione
dch
ange
s in
life
ove
r ge
olog
ic ti
me.
Sev
eral
stud
ents
did
not
rem
embe
r m
uch.
Aft
erre
adin
g on
e qu
estio
nnai
re g
iven
to m
e by
a st
uden
t, I
aske
d hi
m if
the
conc
ept o
fev
olut
ion
stuc
k w
ith h
im a
t all,
and
his
resp
onse
was
"no
t muc
h."
Ano
ther
resp
onde
nt s
tate
d th
at h
e "d
idn'
tre
mem
ber
very
muc
h."
I w
as a
lso
surp
rise
d by
the
resp
onse
s to
the
next
que
stio
n w
hich
ask
ed s
tude
nts
"Wha
tw
ere
the
cont
rove
rsia
l iss
ues
you
cons
ider
ed in
cla
ss, i
f an
y?"
Seve
ral
stud
ents
rep
orte
d "n
one,
" or
"ca
n't
rem
embe
r an
y of
fhan
d."
Seve
ral
men
tione
d so
me
appr
opri
ate
topi
cs,
CH
AN
GE
N A
CT
ION
incl
udin
g th
e B
ig B
ang
The
ory,
the
conc
ept
of e
volu
tion,
and
the
"dis
tinct
ion"
(spe
lling
) of
the
dino
saur
s. R
eadi
ng th
equ
estio
nnai
res
mad
e m
e re
aliz
e th
at in
som
e ca
ses
I w
as r
each
ing
som
e st
uden
tsw
ith w
hat I
con
side
red
to b
e th
e ke
y is
sues
in L
OP,
whi
le I
was
not
mak
ing
very
muc
hof
an
impr
essi
on o
n ot
hers
. Thi
s le
d m
e to
thin
k th
at p
erha
ps I
was
ask
ing
my
stud
ents
to r
emem
ber
too
man
y th
ings
, and
that
the
key
conc
epts
wer
e be
ing
dilu
ted
with
lots
of
inte
rest
ing,
but
not
hig
hly
impo
rtan
t, in
form
atio
n. T
his,
to m
e, is
the
crux
of
the
mat
ter:
If
LO
P is
sup
pose
d to
be a
n in
trod
ucto
ry-l
evel
sci
ence
cla
ss f
orpr
imar
ily, n
on-s
cien
ce m
ajor
s, w
hat a
m I
supp
osed
to b
e "g
ivin
g" th
e st
uden
ts a
sth
ey p
ass
thro
ugh
my
clas
s? R
esul
ts o
f th
isqu
estio
nnai
re a
re s
umm
ariz
ed in
Tab
le 1
.
Aft
er r
efle
ctin
g ab
out t
his
for
som
e tim
e,ex
amin
ing
som
e of
the
conc
epts
beh
ind
the
SEE
R p
rogr
am, a
nd ta
lkin
g w
ith o
ther
teac
hing
pro
fess
iona
ls in
my
actio
nre
sear
ch c
lass
, I b
egan
to r
ealiz
e th
at in
an
intr
oduc
tory
-lev
el c
lass
suc
h as
LO
P, I
can
reas
onab
ly e
xpec
t the
stu
dent
s to
rem
embe
r on
ly f
our,
or
at m
ost f
ive,
key
conc
epts
or
idea
s. W
hat w
ere
thes
e fo
ur
PAG
E 1
34
270
2 71
CL
OSE
UPS
Tab
le 1
1. A
fter
year
s, li
st s
ome
thin
gs o
rco
ncep
ts th
at y
ou r
emem
ber:
DN
AE
volu
tion
of p
lant
s/an
imal
sE
xtin
ctio
nG
eolo
gic
time
(age
of
the
eart
h)Pl
ate
tect
onic
sFo
ssil
evid
ence
for
pla
nt li
fe b
egan
inw
ater
Tec
toni
csA
tmos
pher
ic c
hang
esL
inna
ean
clas
sifi
catio
n sc
hem
ePa
ngea
I a
nd I
IC
limat
e ch
ange
ove
r ge
olog
ic ti
me
Din
osau
rs"L
ife
bega
n as
cla
y" th
eory
Bur
gess
sha
leD
on't
rem
embe
r m
uch
2. W
hat w
ere
the
cont
rove
rsia
l iss
ues
you
cons
ider
ed in
cla
ss, i
f an
y?
Mas
s ex
tinct
ions
Evo
lutio
nFi
rst l
ivin
g or
gani
sms
Ori
gin
of e
arth
and
pla
nets
Big
Ban
g T
heor
yE
volu
tion
of h
uman
sD
on't
rem
embe
r an
y3.
Can
you
thin
k of
way
s yo
u w
ould
have
impr
oved
the
clas
s?
Slid
es/p
ictu
res
Prov
ide
mor
e ha
ndou
tsFi
eld
trip
sM
useu
m to
urSm
alle
r cl
ass
size
4. O
ther
Com
men
ts:
Goo
d us
e of
"Fa
rsid
e" c
arto
ons
Hav
e cl
ass
on a
dif
fere
nt n
ight
Enj
oyed
the
clas
sFu
nQ
uest
ions
in c
lass
wer
e al
way
sw
elco
me
273
PAG
E 1
35
272:
The
und
erly
ing
impo
rtan
ce o
f th
e"l
ess
is m
ore"
conc
ept i
s th
at if
stud
ents
are
aske
d to
rem
embe
r "l
ess,
"bu
t the
"le
ss"
incl
udes
the
dist
illat
ion
ofse
vera
l tru
lyim
port
ant i
deas
,th
ey w
ill c
ome
away
fro
m a
cla
ssw
ith "
mor
e."
or f
ive
issu
es g
oing
to b
e in
my
next
cla
ss?
How
was
I g
oing
to p
rese
nt th
em?
It to
oka
long
tim
e fo
r m
e to
fin
aliz
e m
y lis
t of
idea
s fo
r m
y la
st L
OP
clas
s.I
bega
n to
won
der
how
man
y tim
es te
ache
rs a
t bot
hth
e K
-12
and
colle
ge le
vel r
eally
take
the
time
to th
ink
abou
t wha
t the
y w
ant t
heir
stud
ents
to g
et o
ut o
f th
e co
urse
s th
ey o
ffer
.A
phr
ase
freq
uent
ly h
eard
at S
EE
R P
roje
ctsc
ript
-pre
para
tion
mee
tings
was
"le
ss is
mor
e."
The
sig
nifi
canc
e of
this
idea
fin
ally
daw
ned
on m
e on
ly w
hen
I co
nsid
ered
how
to n
arro
w m
y nu
mbe
r of
key
con
cept
sdo
wn
to f
our
or f
ive
idea
s. I
bel
ieve
that
the
unde
rlyi
ng im
port
ance
of
this
con
cept
is th
at if
stu
dent
s ar
e as
ked
to r
emem
ber
"les
s,"
but t
he "
less
" in
clud
es th
edi
still
atio
n of
sev
eral
trul
y im
port
ant i
deas
,th
ey w
ill c
ome
away
fro
m a
cla
ss w
ith"m
ore.
" T
hey
will
be
able
to u
se th
e id
eas
they
hav
e m
ore
thor
ough
ly le
arne
d in
an
appr
opri
ate
man
ner
both
in la
ter
cour
ses
and
in th
eir
futu
re li
fe.
My
"Top
5"
list:
0 W
hat i
s sc
ienc
e an
d ho
w is
itdi
ffer
ent f
rom
oth
er w
orld
-vie
ws?
(sci
ence
ver
sus
non-
scie
nce)
;
CH
AN
GE
IN
AC
TIO
N
0 T
he th
eory
of
evol
utio
n;
o G
eolo
gic
time;
Ext
inct
ion;
How
dif
fere
nt s
cien
ces
inte
ract
toan
swer
impo
rtan
t que
stio
ns.
The
Rev
ised
Str
uctu
re O
f L
OP
- Sp
ring
Sem
este
r, 1
995-
96:
The
LO
P co
urse
was
pre
sent
ed in
the
spri
ng a
s a
thre
e ho
ur c
ours
e of
fere
d on
Thu
rsda
y ev
enin
gs.
Ant
icip
ated
enro
llmen
t was
70
stud
ents
. The
cla
ssst
arte
d w
ith 7
0 st
uden
ts in
atte
ndan
ce, a
nddu
e to
nor
mal
attr
ition
and
late
regi
stra
tions
, the
num
ber
of s
tude
nts
in th
eco
urse
at t
he e
nd o
f th
e se
mes
ter
was
66.
jour
nalin
g:B
ased
upo
n th
e su
cces
sful
use
of
jour
nalin
gin
the
SEE
R P
roje
ct, I
dec
ided
toin
corp
orat
e jo
urna
ling
into
my
LO
P cl
ass.
The
big
gest
dra
wba
ck to
this
was
the
amou
nt o
f tim
e it
wou
ld ta
ke to
jour
nal
with
up
to 7
0 st
uden
ts. G
ood
fort
une
prov
ided
a s
olut
ion
to th
is p
robl
em in
the
mon
th b
efor
e th
e st
art o
f la
st s
emes
ter's
LO
P cl
ass
in J
anua
ry, 1
996.
Tw
o fo
rmer
LO
P st
uden
ts, A
imee
Kra
bbe
and
Don
ald
CL
OSE
UPS
Fish
er, a
ppro
ache
d m
e an
d as
ked
if th
eyco
uld
som
ehow
obt
ain
a fe
w e
xtra
cre
dits
in a
geo
logy
cou
rse.
The
Geo
logy
Dep
artm
ent
atU
NL
offe
rsan
unde
rgra
duat
e re
sear
ch c
ours
e to
stu
dent
sin
whi
ch, u
nder
the
supe
rvis
ion
of a
fac
ulty
mem
ber,
they
con
duct
som
e ge
olog
icre
sear
ch.
Sinc
e bo
th s
tude
nts
had
prev
ious
ly ta
ken
LO
P, I
ask
ed th
em if
they
wou
ld b
e w
illin
g to
hel
p m
e pr
esen
t the
cour
se. T
hey
wou
ld s
imul
tane
ousl
y be
inve
stig
atin
g th
e ef
fica
cy o
f th
e in
nova
tive
peda
gogi
cal t
echn
ique
s be
ing
used
in L
OP.
Sinc
e th
ey h
ad ta
ken
the
cour
se u
nder
the
trad
ition
al f
orm
at, t
hey
wou
ld b
e in
aun
ique
pos
ition
to o
bser
ve h
ow th
e co
urse
affe
cted
stu
dent
s. T
he c
ours
e re
quir
emen
tI
gave
them
was
to p
rese
nt th
eir
resu
lts a
tth
e un
derg
radu
ate
rese
arch
sym
posi
um,
held
in th
e sp
ring
of
ever
y ye
ar. B
oth
stud
ents
wou
ld b
e as
sign
ed a
ppro
xim
atel
y23
jour
nalin
g pa
rtne
rs, a
nd b
etw
een
the
thre
e of
us
we
wou
ld m
ore
or le
ss b
e ab
leto
cov
er th
e st
uden
ts in
the
clas
s.
Follo
win
g th
e le
ad o
f th
e SE
ER
Pro
ject
,jo
urna
ling
was
to b
e co
nduc
ted
via
e-m
ail.
Plan
s w
ere
incl
uded
in th
e sy
llabu
s to
take
the
stud
ents
ove
r to
the
near
est U
NL
com
pute
r la
bora
tory
the
firs
t nig
ht o
f cl
ass
to in
stru
ct th
ose
stud
ents
unf
amili
ar w
ithe-
mai
l on
how
to u
se th
is te
chno
logy
. I w
asam
azed
to d
isco
ver
on th
e fi
rst n
ight
of
clas
s th
at o
f th
e 70
stu
dent
s in
the
clas
s,ov
er 5
0% h
ad n
ever
use
d e-
mai
l bef
ore,
and
that
nea
rly
35%
had
nev
er u
sed
a co
mpu
ter
to a
ny g
reat
ext
ent!
Arr
angi
ng th
e e-
mai
lcl
ass
turn
ed o
ut to
be
a "g
ood
thin
g."
Man
y st
uden
ts w
ho s
aid
they
wer
eso
mew
hat f
amili
ar w
ith e
-mai
l wer
e as
ked
to h
elp
thos
e w
ho w
ere
not f
amili
ar w
ith it
at a
ll, a
nd in
the
proc
ess
shar
pene
d th
eir
own
e-m
ail s
kills
. Onl
y 15
% o
f th
e cl
ass
repo
rted
any
rea
l fam
iliar
ity w
ith e
-mai
l on
the
firs
t nig
ht o
f cl
ass.
One
of
the
mos
tin
tere
stin
g co
mm
ents
I r
ecei
ved
back
fro
mst
uden
ts c
ame
from
one
of
the
them
who
e-m
aile
d di
rect
ly to
say
than
ks f
or m
akin
ghi
m le
arn
how
to u
se e
-mai
l!
Gro
up W
ork
and
Coo
pera
tive
Lea
rnin
g:A
noth
er ta
sk a
ccom
plis
hed
duri
ng th
e fi
rst
nigh
t of
clas
s w
as to
arr
ange
the
stud
ents
in g
roup
s. G
roup
wor
k an
d co
oper
ativ
ele
arni
ng w
ere
goin
g to
be
impo
rtan
tel
emen
ts in
the
clas
s st
ruct
ure,
and
sin
ceth
e cl
ass
met
onl
y on
e *n
ight
per
wee
k,
Of
the
70 s
tude
nts
in th
e cl
ass,
ove
r50
% h
ad n
ever
used
e-m
ail
befo
re, a
nd n
earl
y35
% h
ad n
ever
used
a c
ompu
ter
to a
ny g
reat
exte
nt!
276
277
PAG
E 1
37
getti
ng th
e gr
oups
est
ablis
hed
earl
y w
ascr
itica
l. St
uden
ts w
ere
aske
d to
line
up
inth
e ha
llway
by
birt
hdat
e, w
ith J
anua
ry 1
at th
e he
ad o
f th
e lin
e, a
nd D
ecem
ber
31 a
tth
e re
ar o
f th
e lin
e. S
tude
nts
coun
ted
off
up to
18,
and
then
the
proc
ess
was
repe
ated
. All
of th
e "o
nes"
for
med
Gro
up1,
and
so
on. W
e fi
naliz
ed o
n 18
gro
ups
reco
gniz
ing
that
som
e gr
oups
wou
ld h
ave
thre
e pe
ople
in th
em a
nd o
ther
s w
ould
have
fou
r. T
he s
tude
nts
foun
d th
is e
xerc
ise
inte
rest
ing
and
fun
on th
e fi
rst n
ight
of
clas
s. G
roup
s w
ere
aske
d to
dec
orat
e th
efo
lder
s th
ey w
ere
give
n in
any
way
they
chos
e; s
ome
of th
eir
crea
tions
wer
e qu
iteel
abor
ate
and
artis
tic. T
he f
olde
rs w
ere
used
to r
ecei
ve a
nd r
etur
n pa
pers
, pro
vide
topi
c lis
ts f
or e
ach
clas
s m
eetin
g, a
ndpr
ovid
e st
orag
e fo
r so
me
refe
renc
e pa
pers
the
stud
ents
mig
ht w
ant t
o us
e du
ring
the
clas
s.
Gro
up w
ork
was
def
ined
as
thos
eas
sign
men
ts in
whi
ch g
roup
s w
ere
aske
dto
wor
k to
geth
er to
ans
wer
a q
uest
ion
with
usua
lly o
ne c
orre
ct r
espo
nse.
The
se it
ems
coul
d be
fou
nd in
thei
r no
tes
or s
uppo
rtin
gte
xt m
ater
ials
, or
the
stud
ents
cou
lddi
scov
er th
e an
swer
for
them
selv
es b
y
CH
AN
GE
IN
AC
TIO
N
cons
ider
ing
the
poss
ible
ans
wer
s an
dse
lect
ing
the
"mos
t app
ropr
iate
" re
spon
se.
Coo
pera
tive
lear
ning
invo
lved
que
stio
ns in
whi
ch m
ore
than
one
rig
ht a
nsw
er e
xist
ed.
The
se q
uest
ions
tend
ed to
be
mor
e ge
nera
lan
d em
phas
ized
con
side
ring
som
e of
the
cont
rove
rsia
l ide
as p
rese
nted
in th
e cl
ass
in w
hich
ther
e is
no
righ
t ans
wer
. Eac
hcl
ass
nigh
t, th
e st
uden
ts w
ere
prov
ided
, via
thei
r gr
oup
fold
ers,
a li
st o
f to
pics
for
that
nigh
t. T
hese
que
stio
ns w
ould
be
assi
gned
duri
ng th
e cl
ass
and
cons
ider
ed d
urin
gei
ther
"G
roup
Wor
k" o
r "C
oope
rativ
eL
earn
ing"
per
iods
. In
gene
ral,
the
grou
pw
ork
and
coop
erat
ive
lear
ning
act
iviti
esfo
llow
ed m
odel
s di
scus
sed
in F
oste
r (1
993)
and
Mat
h V
anta
ge (
1996
).
On
occa
sion
, gro
ups
wer
e re
ques
ted
totu
rn-i
n th
eir
grou
p w
ork
note
s fo
rev
alua
tion.
The
se n
otes
wou
ld b
eev
alua
ted
and
retu
rned
to th
em v
ia th
eir
grou
p fo
lder
s. I
n ad
ditio
n to
this
met
hod
of e
valu
atio
n, b
oth
my
stud
ent a
ssis
tant
san
d I
wou
ld v
isit
the
grou
ps d
urin
g th
eir
delib
erat
ions
and
occ
asio
nally
par
ticip
ate
in th
eir
conv
ersa
tions
. Gro
up w
ork
time
was
als
o m
eant
to p
rovi
de s
tude
nts
with
afe
w m
inut
es b
reak
dur
ing
the
clas
s. A
n
CL
OSE
UPS
impo
rtan
t par
t of
the
grou
p w
ork
proc
ess
was
"re
port
ing
out."
At t
he b
egin
ning
of
the
sem
este
r, I
ask
ed e
ach
grou
p to
rep
ort
out t
he r
esul
ts o
f th
eir
effo
rts
byde
sign
atin
g a
grou
p sp
okes
pers
on.
Iw
ould
cal
l upo
n th
ese
spok
espe
ople
tore
port
the
resu
lts o
f th
eir
grou
p w
ork
follo
win
g its
con
clus
ion.
Gro
up P
rese
ntat
ions
:E
ach
grou
p w
as a
ssig
ned
a to
pic
for
whi
chth
ey h
ad to
pre
pare
and
pre
sent
a "
Gro
upPr
esen
tatio
n" o
n an
ass
igne
d cl
ass
mee
ting
nigh
t. T
he f
irst
nig
ht o
f cl
ass
the
stud
ents
view
ed v
ideo
tape
s of
sev
eral
pre
sent
atio
nspr
epar
ed b
y te
ache
rs in
the
SEE
R P
rogr
am.
The
stu
dent
s w
ere
told
that
thes
epr
esen
tatio
ns w
ere
mod
els,
but
thei
rgr
oup'
s cr
eativ
ity w
ould
be
an im
port
ant
elem
ent i
n a
succ
essf
ul p
rese
ntat
ion.
The
list o
f pr
esen
tatio
n to
pics
was
pre
pare
dpr
ior
to th
e fi
rst c
lass
mee
ting
and
grou
psw
ere
assi
gned
thei
r to
pics
ran
dom
ly a
t the
end
of th
e e-
mai
l tra
inin
g se
ssio
n in
the
com
pute
r la
b. T
he to
pics
wer
e ke
yed
toth
e co
urse
syl
labu
s an
d w
ere
desi
gned
toam
plif
y or
pre
sent
new
info
rmat
ion
not
prov
ided
in th
e re
duce
d le
ctur
e.
Ano
ther
impo
rtan
t asp
ect o
f th
e gr
oup
pres
enta
tions
was
that
the
clas
s gr
oups
wou
ld e
valu
ate
each
pre
sent
atio
n. E
ach
grou
p w
as p
rovi
ded
an e
valu
atio
n fo
rm to
be f
illed
out
dur
ing
or a
fter
a g
roup
pres
enta
tion
in w
hich
they
ass
esse
d th
equ
ality
of
the
pres
enta
tion.
The
se f
orm
sw
ere
to b
e re
turn
ed in
thei
r gr
oup
fold
ers
and
wer
e th
en a
vera
ged
toge
ther
to c
ome
up w
ith a
gra
de f
or e
ach
pres
enta
tion.
The
form
s, o
nce
talli
ed, w
ere
prov
ided
to th
egr
oup
that
was
eva
luat
ed. C
omm
ents
wer
eso
licite
d on
the
eval
uatio
n fo
rm a
nd s
pace
was
pro
vide
d fo
r th
eir
incl
usio
n.
Self
-Ass
essm
ent:
Gro
ups
wer
e pr
ovid
ed a
pre
limin
ary
self
-as
sess
men
t rub
ric
the
firs
t nig
ht o
f cl
ass.
The
y w
ere
requ
este
d to
con
side
r th
e ru
bric
,an
d pr
ovid
e an
y de
sire
d ch
ange
s/ad
ditio
ns/d
elet
ions
by
retu
rnin
g th
eir
form
to m
e vi
a th
eir
grou
p fo
lder
s du
ring
cour
se w
eek
six.
Aft
er th
e ed
iting
pro
cess
,th
e ru
bric
s w
ould
be
prov
ided
to e
ach
stud
ent w
ho w
ould
then
com
plet
e a
self
-as
sess
men
t and
get
it b
ack
to m
e du
ring
wee
k 14
.
280
281
PAG
E 1
39
Lec
ture
:
In th
e tr
aditi
onal
lect
ure
form
at, s
tude
nts
wou
ld s
it th
roug
h a
thre
e-ho
ur le
ctur
e,w
ith u
sual
ly tw
o to
thre
e br
eaks
pro
vide
dat
appr
opri
ate
mom
ents
inth
epr
esen
tatio
n. I
n th
e ne
w c
lass
str
uctu
re,
lect
ure
wou
ld b
e re
duce
d to
onl
y 45
-50
min
utes
out
of
a to
tal o
f 18
0 m
inut
es p
ercl
ass.
The
lect
ure
wou
ld u
sual
ly b
epr
esen
ted
near
the
star
t of
clas
s, a
nd th
egr
oup
wor
k, c
oope
rativ
e le
arni
ng, a
ndst
uden
t pre
sent
atio
ns w
ould
fol
low
the
initi
al le
ctur
e. I
t was
initi
ally
pla
nned
topr
ovid
e a
few
min
utes
at t
he e
nd o
f cl
ass
for
a cl
osin
g le
ctur
e in
whi
ch I
wou
ld h
ave
the
oppo
rtun
ity to
wra
p-up
or
brin
gcl
osur
e to
the
clas
s ac
tiviti
es f
or th
eev
enin
g.
Ass
essm
ent:
One
of
the
hard
est p
arts
of
this
ent
ire
proc
ess
for
me
was
rev
isin
g m
y m
etho
d of
asse
ssin
g st
uden
t per
form
ance
in th
e cl
ass.
In th
e tr
aditi
onal
lect
ure
form
at,
asse
ssm
ent w
as a
rel
ativ
ely
sim
ple
affa
iran
d co
nsis
ted
of g
ivin
g th
e st
uden
ts a
ser
ies
of q
uizz
es a
nd h
ourl
y ex
ams
culm
inat
ing
in a
fin
al. F
or th
e la
st s
ever
al s
emes
ters
, I
CH
AN
GE
N A
CT
ION
have
off
ered
the
stud
ents
the
oppo
rtun
ityto
hel
p w
rite
que
stio
ns f
or th
e ho
urly
exam
s. T
he q
uest
ions
, with
out p
rovi
ded
answ
ers,
wer
e bo
und
in a
pac
ket t
hat w
asth
en p
lace
d on
res
erve
in th
e lib
rary
the
wee
k be
fore
a g
iven
exa
m d
ate.
The
stud
ents
cou
ld g
o to
the
libra
ry a
nd s
tudy
the
ques
tions
they
wou
ld b
e se
eing
on
the
exam
. The
pac
ket a
lso
cont
aine
d so
me
ofm
y ow
n qu
estio
ns, a
nd th
e to
tal n
umbe
rof
que
stio
ns in
the
pack
et f
ar e
xcee
ded
the
num
ber
appe
arin
g on
the
exam
. Stu
dent
sw
ho s
ubm
itted
que
stio
ns r
ecei
ved
extr
acr
edit,
and
stu
dent
s w
ho h
ad q
uest
ions
acce
pted
for
incl
usio
n on
the
exam
rec
eive
dso
me
addi
tiona
l ext
ra c
redi
t for
eac
hqu
estio
n th
at w
as s
elec
ted.
With
the
revi
sion
of
clas
s st
ruct
ure,
the
role
of th
e ex
ams
in a
sses
sing
stu
dent
perf
orm
ance
was
, lik
e th
e le
ctur
e, r
educ
edin
em
phas
is. T
ests
of
vari
ous
type
s,in
clud
ing
the
fina
l exa
m, w
ould
now
cou
ntfo
r on
ly 4
4% o
f st
uden
t's g
rade
. Tes
tsw
ould
con
sist
of
11 "
Rea
ding
s Q
uizz
es"
(sho
rt, m
ultip
le-c
hoic
e te
sts
cove
ring
the
high
light
s of
a g
iven
wee
k's
read
ing
assi
gnm
ent,
wor
th o
ne p
oint
), tw
o ho
urly
PAG
E 1
40
282
283
CL
OSE
UPS
exam
s (m
ultip
le-c
hoic
e te
sts,
wor
th 1
0po
ints
eac
h), a
nd a
fin
al e
xam
(a
mul
tiple
-ch
oice
test
wor
th 1
3 po
ints
). T
here
wou
ldbe
no
Rea
ding
s Q
uizz
es th
e fi
rst a
nd la
stni
ght o
f cl
ass,
or
thos
e ni
ghts
on
whi
chho
urly
exa
ms
wer
e to
be
give
n.I
have
foun
d R
eadi
ngs
Qui
zzes
to b
e a
usef
ul to
olfo
r he
lpin
g st
uden
ts r
emem
ber
to lo
ok a
tth
e te
xt b
efor
e co
min
g to
cla
ss.
I w
asco
ncer
ned
that
the
grou
p w
ork
wou
ldne
ver
achi
eve
its g
oal i
f so
me
stud
ents
in a
grou
p w
ere
tota
lly u
npre
pare
d to
dis
cuss
the
topi
cs p
rovi
ded
for
that
eve
ning
, and
ther
efor
e de
cide
d to
ret
ain
this
ass
essm
ent
tool
in m
y ne
w c
ours
e st
ruct
ure.
In a
dditi
on to
the
asse
ssm
ent p
oint
sou
tline
d on
the
sylla
bus,
stu
dent
s w
ould
be p
rovi
ded
the
oppo
rtun
ity to
ear
n so
me
extr
a cr
edit
poin
ts o
ver
the
cour
se o
f th
ese
mes
ter.
The
se e
xtra
cre
dit p
oint
s w
ould
be g
iven
for
sub
mitt
ing
ques
tions
for
the
hour
ly e
xam
s (o
n a
grou
p ba
sis)
, vis
iting
the
Stat
e M
useu
m (
natu
ral h
isto
ry),
brin
ging
In
a cu
rren
t new
s cl
ippi
ngpe
rtai
ning
to s
ome
aspe
ct o
f L
OP.
The
fin
albr
eakd
own
of a
sses
smen
t poi
nts
in th
ere
stru
ctur
ed L
OP
clas
s is
indi
cate
d in
Tab
le 2
.
Tab
le 2
: Stu
dent
ass
essm
ent i
n "L
ife
ofth
e Pa
st"
clas
s
Self
Ass
essm
ent
25
Gro
up W
ork
13
Gro
up P
rese
ntat
ion
18
Rea
ding
Qui
zzes
11
Hou
r lie
s20
Fina
l13
Tot
al:
100
Les
s Is
Mor
e? -
Try
A 1
0-Pa
ge S
ylla
bus:
In m
y pr
evio
us c
lass
es, b
oth
LO
P an
d ot
her
clas
ses
I ha
ve ta
ught
at U
NL
, my
sylla
bus
usua
lly c
onsi
sts
of f
our
page
s: tw
o pa
ges
prov
ide
an in
trod
uctio
n to
the
clas
s, a
ndth
e la
st tw
o pa
ges
incl
ude
a de
taile
d co
urse
sche
dule
. The
initi
al s
ylla
bus
prep
ared
for
the
revi
sed
LO
P cl
ass
cons
iste
d of
13
page
s,w
ith n
ine
page
s de
vote
d to
a d
iscu
ssio
n of
the
stru
ctur
e of
the
clas
s, tw
o pa
ges
for
the
clas
s sc
hedu
le, o
ne p
age
for
a sa
mpl
egr
oup
pres
enta
tion
eval
uatio
n fo
rm, a
ndon
e pa
ge f
or a
list
of
pres
enta
tion
topi
cs.
Rev
iew
s of
the
revi
sed
sylla
bus
wer
e
284
PAG
E 1
41
requ
este
d fr
om s
ever
al s
ourc
es in
clud
ing
my
actio
n re
sear
ch c
ritic
al f
rien
d, o
ther
SEE
R s
taff
mem
bers
, my
wif
e (a
lice
nsed
seco
ndar
y sc
hool
teac
her)
, and
som
epa
rtic
ipat
ing
teac
hers
in th
e SE
ER
prog
ram
.So
me
revi
ewer
s fe
lt th
e ex
tra
leng
th w
as m
anda
ted
by th
e us
e of
unfa
mili
ar p
edag
ogic
al te
chni
ques
in th
esy
llabu
s, w
hile
oth
ers
belie
ved
that
no
one
wou
ld r
ead
a 13
pag
e sy
llabu
s!I
edite
dth
e sy
llabu
s do
wn
as f
ar a
s I
felt
com
fort
able
, and
the
fina
l syl
labu
s I
gave
to th
e L
OP
stud
ents
con
sist
ed o
f si
x pa
ges
desc
ribi
ng th
e co
urse
str
uctu
re, t
he c
lass
sche
dule
, sam
ple
grou
p pr
esen
tatio
nev
alua
tion
form
, and
pre
sent
atio
n to
pics
.
The
Mid
-Sem
este
r E
valu
atio
n:A
s I
have
don
e se
vera
l tim
es w
ith p
revi
ous
clas
ses,
I a
sked
the
stud
ents
in la
stse
mes
ter's
LO
P to
eva
luat
e th
e co
urse
appr
oxim
atel
y ha
lf-w
ay th
roug
h th
ese
mes
ter.
I w
as e
spec
ially
anx
ious
to g
auge
the
stud
ents
' fee
lings
abo
ut s
ome
of th
ein
nova
tive
tech
niqu
es w
e w
ere
usin
g in
the
clas
s. B
y th
is ti
me,
the
clas
s si
ze h
adst
abili
zed
at 6
6 st
uden
ts. O
f th
ese
66st
uden
ts, 3
9 re
turn
ed e
valu
atio
ns. T
able
3
CH
AN
GE
IN
AC
TIO
N
lists
the
ques
tions
ask
ed in
the
ques
tionn
aire
and
pro
vide
s so
me
grou
ped
resp
onse
s to
the
ques
tions
ask
ed.
It is
impo
rtan
t to
note
that
the
tota
ls p
rovi
ded
for
each
que
stio
n m
ay in
clud
e m
ore
than
one
resp
onse
per
stu
dent
sin
ce s
ever
alst
uden
ts w
rote
mor
e th
an o
ne c
omm
ent i
nre
spon
se to
a q
uest
ion;
if th
is w
as th
e ca
se,
all t
heir
res
pons
es w
ere
reco
rded
and
talli
ed. W
hat r
eally
impr
esse
d m
e in
itial
lyw
as th
e re
spon
se to
the
eval
uatio
n. T
hest
uden
ts to
ok th
e tim
e to
wri
te d
etai
led
answ
ers
to th
e qu
estio
ns. T
hey
wer
ein
volv
ed in
the
proc
ess
and
wer
e in
tere
sted
in a
ssis
ting
me
to d
eter
min
e th
e su
cces
san
d pr
oble
ms
asso
ciat
ed w
ith th
e ne
w c
lass
stru
ctur
e.
Whe
n I
got m
y fi
rst l
ook
at th
e m
id-
sem
este
r ev
alua
tions
, I f
elt s
tung
by
the
criti
cism
I s
aw in
the
com
men
ts.
Ian
ticip
ated
that
the
reac
tion
to th
e gr
oup
wor
k an
d co
oper
ativ
e le
arni
ng w
ould
be
far
mor
e po
sitiv
e.I
revi
ewed
the
eval
uatio
ns w
ith b
oth
my
criti
cal f
rien
dan
d th
e ac
tion
rese
arch
inst
ruct
or, D
r. D
eT
onac
k. T
hey
help
ed m
e to
see
pas
t the
appa
rent
cri
ticis
m a
nd r
ecog
nize
that
mos
t
PAG
E 1
42
286
287
CL
OSE
UPS
Tab
le 3
: Mid
-Sem
este
r C
ours
e E
valu
atio
n R
esul
ts
1.W
hat a
re y
ou le
arni
ng in
this
cla
ss?
Qui
te a
bit
6
Step
hen
J. G
ould
- W
onde
rful
Lif
e5
Ori
gins
of
life
8
Evo
lutio
n10
Bio
logy
/geo
logy
con
nect
ions
4
How
to e
-mai
l/use
WW
W3
Geo
logy
/geo
logi
c tim
e pe
riod
s2
Ver
y lit
tle2
Not
hing
1
Scie
ntif
ic th
ough
t pro
cess
2
Tot
al:
43
Seve
ral c
omm
ents
rel
atin
g to
cla
ss m
anag
emen
t wer
e al
so p
rovi
ded
in r
espo
nse
toth
is q
uest
ion.
The
y ar
e:C
lass
mov
es to
o fa
st3
Tex
tboo
k is
too
hard
1
2.C
ompa
red
to o
ther
cla
sses
I h
ave
had
at U
NL
, I r
ate
this
cla
ss...
One
of
the
best
cou
rses
/bes
t I h
ave
take
n4
Exc
elle
nt, o
utst
andi
ng, p
retty
coo
l, be
tter
than
I th
ough
t11
Uni
que
2
Ave
rage
/goo
d5
Med
iocr
e, d
iffi
cult,
con
fusi
ng, n
ot v
ery
good
10
Inte
nse/
invo
lved
4
Hig
h en
ergy
1
Cha
otic
2
289
PAG
E 1
43
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dpq lou saousdpH
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nip 1Jam dno.42 aq44noqv 3rup44 noA
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in-0
'S*£
CL
OSE
UPS Pa
in-i
n-th
e-bu
tt1
Use
ful l
earn
ing
tool
1
All
look
the
sam
e3
Bes
t par
t of
the
clas
s1
Tot
al:
43
6.W
hat w
ould
you
do
to im
prov
e th
e co
urse
?E
limin
ate
som
e gr
oup
wor
k3
Mor
e le
ctur
e4
Red
uce
the
size
of
the
clas
s4
Tot
al:
11
impo
rtan
tly, t
he s
tude
nts
wer
e in
volv
ed in
the
clas
s. A
s I
read
and
re-
read
the
eval
uatio
ns, I
beg
an to
see
sev
eral
inte
rest
ing
patte
rns
emer
ging
whi
ch le
d to
som
e m
odif
icat
ions
in th
e co
urse
for
mat
.A
com
mon
thre
ad in
man
yof
the
eval
uatio
ns w
as th
at th
e cl
ass
size
was
too
larg
e. T
here
is li
ttle
that
can
be
done
abo
utth
at in
a u
nive
rsity
set
ting.
The
spr
ing
LO
Pcl
ass
is a
ctua
lly o
ne o
f th
e sm
alle
rin
trod
ucto
ry-l
evel
cou
rses
off
ered
by
the
Geo
logy
Dep
artm
ent.
Man
y re
spon
dent
sfe
lt th
at th
e ex
istin
g re
port
ing
out p
roce
ssto
ok to
o m
uch
clas
s tim
e. A
s a
resu
lt, I
redu
ced
the
amou
nt o
f re
port
ing
out b
yha
ving
gro
ups
initi
ally
wor
k th
roug
h a
disc
ussi
on to
pic
and
then
coa
lesc
e in
larg
er
grou
ps to
com
pare
thei
r no
tes
with
oth
ergr
oups
. One
spo
kesp
erso
n w
ould
then
spea
k fo
r th
e la
rger
gro
up r
educ
ing
the
amou
nt o
f re
port
ing
out b
y ap
prox
imat
ely
75%
(fo
ur o
ral r
epor
ts v
ersu
s 18
ora
lre
port
s). I
rea
lized
als
o th
at a
lthou
gh I
had
inte
nded
to p
rovi
de a
clo
sing
lect
ure
whi
chbr
ough
t clo
sure
to e
ach
clas
s, it
was
nev
erha
ppen
ing.
The
rep
ortin
g ou
t and
the
stud
ent p
rese
ntat
ions
wer
e ta
king
so
muc
hcl
ass
time
that
ther
e w
as n
o w
ay to
pro
vide
clos
ure
at th
e en
d of
the
clas
s pe
riod
.I
reso
lved
to k
eep
a st
rict
er c
ontr
ol o
n tim
ein
the
clas
sroo
m a
nd m
ake
sure
that
the
repo
rtin
g ou
t allo
wed
eno
ugh
time
in th
ecl
ass
for
the
stud
ent p
rese
ntat
ions
and
acl
osin
g le
ctur
e.O
ne s
tude
nt a
lso
292
293
PAG
E 1
45
I in
corp
orat
edth
is a
dditi
onal
"wai
t tim
e" in
tom
y le
ctur
es a
ndw
as s
urpr
ised
tose
e th
at if
Iw
aite
d lo
ngen
ough
, the
cla
ssw
ould
ans
wer
my
ques
tions
!
com
men
ted
that
I w
as n
ot p
rovi
ding
enou
gh "
wai
t tim
e" b
etw
een
aski
ng th
ecl
ass
a qu
estio
n an
d go
ing
on to
ans
wer
itm
ysel
f. T
his
stud
ent r
efer
red
to "
wai
ttim
e" a
s "t
hat p
ainf
ul p
ause
bet
wee
n a
ques
tion
to th
e cl
ass
and
the
clas
sre
spon
se."
I in
corp
orat
ed th
is a
dditi
onal
"wai
t tim
e" in
to m
y le
ctur
es a
nd w
assu
rpri
sed
to s
ee th
at if
I w
aite
d lo
ngen
ough
, the
cla
ss w
ould
ans
wer
my
ques
tions
!
Oth
er s
tude
nts
com
men
ted
that
they
enjo
yed
not b
eing
trea
ted
like
a hi
gh s
choo
lst
uden
t in
the
LO
P cl
ass.
I fo
und
this
com
men
t ver
y in
tere
stin
g.H
avin
gpa
rtic
ipat
ed in
the
SEE
R P
roje
ct a
ndw
orki
ng w
ith m
any
K-1
2 te
ache
rs in
thei
rcl
assr
oom
s an
d in
my
actio
n re
sear
ch c
lass
,I
reco
gniz
ed th
at m
any
of th
ese
inno
vativ
epe
dago
gica
l tec
hniq
ues
I w
as tr
ying
out
for
the
firs
t tim
e in
my
colle
ge-l
evel
cla
ss w
ere
alre
ady
in w
ide-
spre
ad u
se in
K-1
2 sc
hool
sac
ross
Neb
rask
a! I
bel
ieve
that
the
curr
ent
colle
ge s
tude
nts
and
non-
trad
ition
alst
uden
ts in
my
last
LO
P cl
ass
wer
e st
illah
ead
of th
e cu
sp a
nd h
ad n
ot b
een
expo
sed
to th
ese
peda
gogi
cal t
echn
ique
sin
thei
r pr
imar
y an
d se
cond
ary
scho
ol
CH
AN
GE
IN
AC
TIO
N
year
s.I
thin
k th
at is
one
rea
son
why
so
man
y st
uden
ts w
ere
resi
stan
t to
thes
ete
chni
ques
in L
OP.
Fur
ther
mor
e, th
ese
tech
niqu
es r
equi
red
mor
e w
ork
on th
e pa
rtof
the
stud
ent.
The
y ha
d to
act
ivel
ypa
rtic
ipat
e in
thei
r le
arni
ng, a
nd th
is s
tyle
of le
arni
ng d
id n
ot s
uit a
ll th
e st
uden
ts in
my
clas
s. M
any
stud
ents
can
lear
nsu
cces
sful
ly th
roug
h a
trad
ition
al le
ctur
efo
rmat
;w
hy s
houl
d th
ey c
hang
e,es
peci
ally
whe
n th
e cl
ass
appa
rent
lyen
joye
d th
e le
ctur
es th
ey w
ere
bein
gpr
ovid
ed in
LO
P. O
ne s
tude
nt c
omm
ente
dth
at th
e le
ctur
es w
ere
exce
llent
why
chan
ge a
suc
cess
ful t
each
ing
tool
? I
have
com
e to
bel
ieve
thro
ugh
my
expe
rien
ces
inth
e SE
ER
Pro
gram
that
not
all
of u
s le
arn
in th
e sa
me
way
. I a
lway
s "s
ort o
f" k
new
this
; I th
ink
that
all
of u
s do
. Yet
, at l
east
at
the
univ
ersi
ty le
vel,
we
still
teac
h us
ing
the
basi
c le
ctur
e fo
rmat
. We
are
afra
id th
at o
urst
uden
ts w
ill lo
se c
onte
nt if
we
don'
tpr
ovid
e th
em w
ith it
!
The
mid
-sem
este
r ev
alua
tion
prov
ed to
be
an im
port
ant e
lem
ent i
n m
y ex
peri
men
t.T
he m
odif
ied
clas
s tr
ied
to in
corp
orat
eth
ose
posi
tive
sugg
estio
ns w
hich
cam
efr
om L
OP
stud
ents
via
thei
r co
mm
ents
on
PAG
E 1
46
294
295
CL
OSE
UPS
the
eval
uatio
n. I
had
to w
ait u
ntil
the
end
of th
e se
mes
ter,
how
ever
, to
see
how
the
stud
ents
for
mal
ly r
espo
nded
to th
e sl
ight
lym
odif
ied
clas
s fo
rmat
.
Fina
l Cla
ss E
valu
atio
n:A
s is
typi
cal o
f m
ost c
olle
ge le
vel c
lass
esto
day,
the
Geo
logy
Dep
artm
ent r
equi
res
inst
ruct
ors
to p
rovi
de s
tude
nts
the
oppo
rtun
ity to
eva
luat
e a
clas
s at
its
conc
lusi
on. T
he G
eolo
gy D
epar
tmen
t use
sa
stan
dard
for
m w
hich
ask
s fo
ur s
peci
fic
ques
tions
(Pa
rt 1
) an
d th
en p
rese
nts
a se
ries
of s
hort
sta
tem
ents
abo
ut th
e cl
ass
and
asks
the
stud
ent t
o in
dica
te a
res
pons
e on
a 1
to5
scal
e. T
he in
stru
ctor
can
not s
ee th
ese
anon
ymou
s ev
alua
tions
unt
il af
ter
all
grad
es h
ave
been
sub
mitt
ed.
Mos
tst
uden
ts c
hoos
e to
rem
ain
anon
ymou
s,al
thou
gh s
ever
al d
o pu
t the
ir n
ames
on
thei
r ev
alua
tion
form
s.I
prov
ided
the
stud
ents
with
the
eval
uatio
n fo
rms
duri
ngw
eek
14 a
nd a
sked
them
to b
ring
the
com
plet
ed f
orm
s to
cla
ss f
or th
e fi
nal c
lass
mee
ting
at w
hich
tim
e th
ey w
ere
colle
cted
by a
stu
dent
in th
e cl
ass
and
inse
rted
into
an e
nvel
ope
whi
ch th
e st
uden
t del
iver
edto
the
depa
rtm
enta
l sec
reta
ry. A
few
eval
uatio
n fo
rms
wer
e de
liver
ed to
the
secr
etar
y by
indi
vidu
al s
tude
nts
who
did
not a
ttend
the
fina
l cla
ss. T
able
4 p
rovi
des
a sy
nops
is o
f th
e re
sults
of
the
fina
lev
alua
tion.
The
y ha
d to
activ
ely
part
icip
ate
inth
eir
lear
ning
, and
this
sty
le o
fle
arni
ng d
id n
otsu
it al
l the
stud
ents
in m
ycl
ass.
2,96
2 97
PAG
E 1
47
C6
86
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CH
AN
GE
IN
AC
TIO
N
4.W
hat s
ugge
stio
ns, i
f an
y, d
o yo
u ha
ve to
impr
ove
the
cour
se?
smal
ler
clas
s si
ze/la
rger
cla
ssro
om3
offe
r co
urse
dur
ing
the
day
1
none
2
fiel
dwor
k/ha
nds-
on e
xper
ienc
es1
end
clas
s on
tim
e1
less
grou
pw
ork
2el
imin
ate
jour
nals
/no
e-m
ail
4le
t out
ear
lyev
ery
now
and
then
1
elim
inat
egr
oups
1
have
grou
ps g
ive
the
lect
ure
1
few
ergr
oup
pres
enta
tions
1
give
ear
ly-p
rese
ntin
g gr
oups
mor
e he
lp1
grea
t/one
of
the
best
UN
L c
lass
es ta
ken
4
Part
2
Plea
se r
ate
the
inst
ruct
or a
nd th
e co
urse
. Unl
ess
othe
rwis
e no
ted,
use
the
follo
win
g sc
ale:
1-ex
celle
nt; 2
-goo
d; 3
-ave
rage
; 4-b
elow
ave
rage
; 5-p
oor;
NA
-doe
s no
t app
ly
1.T
he in
stru
ctor
's p
repa
ratio
n fo
r le
ctur
es a
nd d
iscu
ssio
n.1
(23)
2 (8
)3
(1)
2.T
he c
lari
ty a
nd h
elpf
ulne
ss o
f th
e in
stru
ctor
's p
rese
ntat
ion.
1 (1
7)2
(12)
3 (
3)3.
The
inst
ruct
or's
gen
eral
teac
hing
eff
ectiv
enes
s.1
(21)
2 (9
)3
(2)
4 (1
)
4.T
he in
stru
ctor
's te
achi
ng a
bilit
y co
mpa
red
to o
ther
inst
ruct
ors
you
have
had
at
UN
L.
1 (2
3)2
(6)
3 (3
)
PAG
E 1
50
302
303
CL
OSE
UPS
5.T
he f
airn
ess
of th
e in
stru
ctor
's g
radi
ng p
ract
ices
and
pol
icie
s.1
(23)
2 (7
)3
(2)
6.T
he c
lari
ty o
f co
urse
req
uire
men
ts a
nd o
bjec
tives
.1
(19)
2 (9
)3
(3)
4 (1
)
7.T
he d
egre
e to
whi
ch th
e co
urse
was
inte
llect
ually
cha
lleng
ing.
1 (1
5)2
(10)
3 (
7)
8.T
he e
xten
t to
whi
ch th
e co
urse
stim
ulat
ed in
tere
st in
the
subj
ect m
atte
r.1
(15)
2 (9
)3
(6)
4 (1
)
9.T
he w
orkl
oad
of th
e co
urse
com
pare
d to
oth
er c
ours
es th
e sa
me
leve
l you
hav
eha
d at
UN
L:
(1 -
con
side
rabl
y m
ore,
2 -
mor
e, 3
- a
vera
ge, 4
less
, 5 c
onsi
dera
bly
less
, NA
-do
es n
ot a
pply
)1
(4)
2 (6
)3
(17)
4 (
3)5
(1)
NA
(1)
10. T
he d
egre
e to
whi
ch th
e co
urse
hel
ped
you
to d
evel
op a
naly
tical
ski
lls,s
uch
asth
inki
ng, a
naly
zing
and
exp
ress
ing
your
self
cle
arly
.1
(9)
2 (1
2) 3
(9)
4 (1
)
11. T
he o
vera
ll va
lue
of th
e co
urse
.1
(15)
2 (1
0) 3
(2)
Quo
tes
for
#11:
"It
's w
orth
a lo
t." "
Gre
at c
lass
exp
erie
nce.
" "J
ourn
alin
g w
as e
xcel
lent
.""I
thou
ght t
he c
ours
e w
as v
ery
good
and
inte
rest
ing.
The
cou
rse
appr
oach
was
dif
fere
ntbu
t cha
lleng
ed s
tude
nts
to th
ink
abou
t thi
ngs
and
expr
ess
idea
s by
wri
ting,
spe
akin
g, a
ndw
orki
ng to
geth
er in
gro
ups,
ver
y im
port
ant l
ife
skill
s fo
r w
ork
and
hom
e en
viro
nmen
t.L
ife
skill
s fo
r th
e re
al w
orld
."
30'4
305
PAG
E 1
51
I sa
w m
y st
uden
tsev
olve
into
mor
ecr
itica
l thi
nker
sas
a r
esul
t of
the
bom
bard
men
t of
disc
ussi
on to
pics
they
had
to w
ork
thro
ugh
each
clas
s.
Sum
mar
y an
d C
oncl
usio
ns:
Tea
chin
g th
e sp
ring
sem
este
r, 1
995-
96 L
OP
clas
s w
as o
ne o
f th
e hi
ghlig
hts
of m
y en
tire
teac
hing
car
eer.
I sa
w m
y st
uden
ts le
arn
and
evol
ve (
no p
un in
tend
ed)
over
the
cour
se o
f th
e se
mes
ter
into
mor
e cr
itica
lth
inke
rs a
s a
resu
lt of
the
bom
bard
men
t of
disc
ussi
on to
pics
they
had
to w
ork
thro
ugh
each
cla
ss. F
or th
e fi
rst t
ime,
man
y of
my
stud
ents
wer
e as
ked
to a
sses
s th
eir
own
perf
orm
ance
in c
lass
. The
val
ue th
eyas
sign
ed to
thei
r w
ork
wou
ld b
e th
e va
lue
that
I u
sed
in d
eter
min
ing
thei
r fi
nal g
rade
.I
had
been
wor
ried
all
sem
este
r th
atst
uden
ts w
ould
uni
form
ly a
ssig
nth
emse
lves
25
poin
ts o
ut o
f th
e po
ssib
le 2
5po
ints
.I
was
rel
ieve
d to
fin
d th
at th
est
uden
t sel
f-as
sess
men
ts r
ange
d be
twee
n15
-23
poin
ts o
n av
erag
e, w
ith n
ot o
nest
uden
t cla
imin
g th
e fu
ll 25
poi
nts.
I tr
uly
belie
ve th
at th
e st
uden
ts s
elf-
asse
ssed
thei
rw
ork
accu
rate
ly a
nd s
omew
hat i
mpa
rtia
lly.
If a
nyth
ing,
it s
eem
ed to
me
that
the
"bet
ter"
stu
dent
s in
the
clas
s w
ere
mor
ecr
itica
l of
them
selv
es th
an th
e "p
oore
r"st
uden
ts in
the
clas
s.
CH
AN
GE
IN
AC
TIO
N
In c
onve
rsat
ions
with
the
stud
ents
bot
hdu
ring
and
aft
er c
lass
es, I
dis
cove
red
that
the
stud
ents
wer
e, in
fac
t, le
arni
ng m
ore
abou
t LO
P th
an in
my
prev
ious
cla
sses
. Ire
cogn
ize
that
I d
id n
ot c
over
nea
rly
asm
any
nam
es a
s I
usua
lly d
o in
the
trad
ition
al le
ctur
e fo
rmat
, but
nam
es w
ew
ent t
hrou
gh in
cla
ss w
ere
mor
e fu
llyex
plor
edan
d,I
hope
,re
tain
ed.
Furt
herm
ore,
I a
m c
onvi
nced
that
the
stud
ents
will
ret
ain
mor
e of
the
broa
dpr
inci
ples
and
con
cept
s fr
om L
OP
than
they
did
und
er th
e tr
aditi
onal
for
mat
. By
disc
ussi
ng th
ese
issu
es a
nd r
elat
ing
them
to th
emse
lves
in th
eir
grou
ps, t
he id
eas
bein
g di
scus
sed
wer
e m
ore
deep
lyin
grai
ned
in th
eir
min
ds th
an th
ey w
ould
be b
y on
ly li
sten
ing
to m
e an
d ha
ving
littl
ein
tera
ctio
n w
ith th
e id
eas.
Sago
r (1
992)
com
men
ts th
at m
any
times
teac
hers
intu
itive
ly k
now
wha
t wor
ks a
nddo
es n
ot w
ork
in th
eir
clas
sroo
m. T
hey
dono
t nee
d a
form
al e
valu
atio
n to
dem
onst
rate
wha
t is
goin
g w
ell a
nd w
hat
is n
ot p
erfo
rmin
g up
to e
xpec
tatio
ns.
I
PAG
E15
20
307
CL
OSE
UPS
have
fou
nd th
is to
be
true
in m
y cl
ass.
I
alw
ays
had
the
feel
ing,
as
I ob
serv
ed th
ein
tera
ctio
n am
ong
indi
vidu
als
and
amon
gth
e gr
oups
in m
y cl
ass,
that
the
stud
ents
wer
e le
arni
ng m
ore
than
they
did
in m
ypr
evio
us c
lass
es. I
t is
true
that
I w
ill h
ave
to in
terv
iew
my
stud
ents
one
, tw
o, o
r th
ree
year
s fr
om n
ow in
ord
er to
com
pare
thei
rre
spon
ses
tom
y"B
ackg
roun
dQ
uest
ionn
aire
" w
ith th
ose
of p
revi
ous
stud
ents
, and
I h
ope
to f
ollo
w u
p on
this
over
the
next
sev
eral
yea
rs.
I as
ked
my
stud
ents
to p
rovi
de m
e w
ith c
onta
ctad
dres
ses,
and
I in
tend
to b
egin
a n
ewev
alua
tion
proc
ess
next
Fal
l (19
96-9
7).
One
of
the
mos
t rew
ardi
ng th
ings
for
me
pers
onal
ly w
as th
e nu
mbe
r of
pow
erfu
lan
d pe
rson
al r
espo
nses
I r
ecei
ved
from
my
stud
ents
.Se
vera
l stu
dent
s se
nt m
eun
solic
ited
e-m
ail l
ette
rs in
whi
ch th
eyex
pres
sed
appr
ecia
tion
for
som
ethi
ng th
eyle
arne
d in
cla
ss; s
ever
al s
tude
nts
wro
tele
tters
to m
e af
ter
the
clas
s co
nclu
sion
than
king
me
for
mak
ing
this
one
of
the
bette
r cl
asse
s th
ey h
ad a
t UN
L. T
his
has
happ
ened
to m
e on
ce o
r tw
ice
per
clas
s on
occa
sion
in th
e pa
st, b
ut n
ever
so
muc
h as
I re
ceiv
ed th
is y
ear.
I w
as n
omin
ated
to b
e
the
"Out
stan
ding
Tea
cher
" at
UN
L th
isye
ar, t
he f
irst
tim
e in
my
prof
essi
onal
teac
hing
car
eer
that
I w
as e
ver
nom
inat
edfo
r su
ch a
dis
tinct
ion.
Do
I th
ink
that
the
inno
vativ
e pe
dago
gica
lte
achi
ng s
trat
egie
s I
used
in m
y la
st L
OP
clas
s re
ally
wor
k? Y
ou b
et I
do,
and
this
teac
her
who
onc
e qu
estio
ned
the
effe
ctiv
enes
s of
thes
e st
rate
gies
in a
larg
e,co
nten
t-ri
ch s
cien
ce c
lass
is n
ow, a
nd w
illbe
, a w
illin
g pr
actit
ione
r of
thes
ete
chni
ques
in f
utur
e cl
asse
s. T
he m
ost
impo
rtan
t thi
ng I
lear
ned
is th
at it
is n
ever
too
late
to o
bjec
tivel
y in
vest
igat
e on
e's
teac
hing
and
lear
n ho
w to
be
a be
tter
teac
her.
Ack
now
ledg
men
ts:
Man
y th
anks
to D
e T
onac
k fo
r w
elco
min
gm
e in
to h
er a
ctio
n re
sear
ch c
lass
at U
NL
and
enco
urag
ing
me
thro
ugho
ut th
e ye
ar.
Bet
sy K
ean
serv
ed a
s m
y "c
ritic
al f
rien
d"an
d gr
acio
usly
hel
ped
me
over
the
roug
hsp
ots
in r
evis
ing
and
man
agin
g m
y ne
wcl
ass.
I a
ppre
ciat
e he
r w
illin
gnes
s to
wor
kw
ith m
e. M
y w
ife,
Con
nie
Kap
lan,
hel
ped
me
in m
any
way
s. H
er c
onst
ant r
evie
w o
fm
y ef
fort
s an
d he
r su
ppor
tive
advi
ce
The
mos
tim
port
ant t
hing
Ile
arne
d is
that
itis
nev
er to
o la
teto
obj
ectiv
ely
inve
stig
ate
one'
ste
achi
ng a
ndle
arn
how
to b
e a
bette
r te
ache
r.
3 8
PAG
E 1
53
309
teac
her-
to-t
each
erke
pt m
e go
ing.
Tha
nks
to A
imee
Kra
bbe
and
Don
nie
Fish
er f
or w
orki
ng w
ith m
e in
cla
ss. I
hop
eth
at th
ey w
ill r
emem
ber
all t
he th
ings
they
lear
ned
in th
eir
last
geo
logy
cla
sses
. Thi
s
Res
ourc
e L
ist
CH
AN
GE
IN
AC
TIO
N
pape
r is
ded
icat
ed to
all
of m
y st
uden
tspa
st a
nd p
rese
ntw
ho h
ave
taug
ht m
e a
grea
t dea
l as
I w
as s
trug
glin
g to
teac
h th
emso
met
hing
abo
ut a
sub
ject
I lo
ve: g
eolo
gy
Bea
rdsl
ey, T
. (19
92).
Tea
chin
g re
al s
cien
ce. S
cien
tific
Am
eric
an. O
ctob
er, p
p. 9
9-10
8.
Cow
en, R
. (19
94).
His
tory
of
Lif
e, 2
nd e
d. B
osto
n: B
lack
wel
l Sci
entif
ic P
ublic
atio
ns, p
p.47
8.
Fost
er, A
. G.,
1993
. Coo
pera
tive
lear
ning
in th
e m
athe
mat
ics
clas
sroo
m. N
ew Y
ork:
McM
illan
/M
cGra
w H
ill, p
p. 4
4.
Gou
ld, S
. J. (
1989
). W
onde
rful
Lif
e. N
ew Y
ork:
W. H
. Nor
ton
and
Com
pany
, pp.
347
.
Lea
ry W
. E. (
1990
). B
iolo
gy te
achi
ng in
the
U.S
. get
s st
ingi
ng c
ritic
ism
. New
Yor
k T
imes
Nat
iona
l. Se
ptem
ber
7. p
p. A
20.
Mat
h V
anta
ge. (
1996
). C
oope
rativ
e L
earn
ing
in th
e M
iddl
e L
evel
Mat
hem
atic
s C
lass
room
.L
inco
ln: N
ebra
ska
Mat
h an
d Sc
ienc
e In
itiat
ive,
pp.
24.
Pool
, R. (
1990
). F
resh
man
Che
mis
try
Was
Nev
er L
ike
Thi
s. S
cien
ce, V
ol. 2
48, p
p. 1
57-1
58,
PAG
E 1
54
310
311
NO
TE
S
co7
evev
ev
312
313
PAG
E 1
55
CLelI-4
aena'.15...1
CO
nz:r
1--4CO
MID
-CO
NT
INE
NT
RE
GIO
NA
L E
DU
CA
TIO
NA
L L
AB
OR
AT
OR
Y (
McR
EL
)
The
Mid
-con
tinen
t Reg
iona
l Edu
catio
nal
Lab
orat
ory
(McR
EL
), e
stab
lishe
d in
196
6,co
nsis
ts o
f th
ree
affi
liate
d en
titie
s:th
eL
abor
ator
y, M
cRE
L I
nstit
ute,
and
MC
L,
Inc.
Alth
ough
eac
h en
tity
has
diff
eren
tpr
ojec
ts a
nd f
undi
ng s
ourc
es, t
hey
shar
e a
com
mon
mis
sion
: to
mak
e a
diff
eren
ce in
the
qual
ity o
f ed
ucat
ion
and
lear
ning
for
all t
hrou
gh e
xcel
lenc
e in
app
lied
rese
arch
,pr
oduc
t dev
elop
men
t, an
d se
rvic
e. M
cRE
Lha
s a
mai
n of
fice
in A
uror
a, C
olor
ado
and
a fi
eld
offi
ce in
Kan
sas
City
, Mis
sour
i.
McR
EL
ope
rate
s th
e C
entr
al R
egio
nE
duca
tiona
l Lab
orat
ory,
fun
ded
by th
eU
.S. D
epar
tmen
t of
Edu
catio
n. T
heL
abor
ator
y pr
ovid
es f
ield
-bas
ed r
esea
rch,
tech
nica
las
sist
ance
,pr
ofes
sion
alde
velo
pmen
t, ev
alua
tion
and
polic
yst
udie
s, a
nd in
form
atio
n se
rvic
es to
sta
tean
d lo
cal e
duca
tion
agen
cies
in C
olor
ado,
Kan
sas,
Mis
sour
i, N
ebra
ska,
Nor
th D
akot
a,So
uth
Dak
ota,
and
Wyo
min
g.
McR
EL
als
o m
anag
es o
pera
tions
for
two
othe
r re
gion
al c
ente
rs. F
or th
e R
egio
n IX
Com
preh
ensi
ve A
ssis
tanc
e C
ente
r, M
cRE
Las
sist
s C
olor
ado
educ
ator
s w
ho w
ork
with
dive
rse
stud
ent p
opul
atio
ns; a
nd f
or th
eR
egio
nal T
echn
olog
y in
Edu
catio
nC
onso
rtiu
m, M
cRE
L b
ring
s te
chno
logy
-ba
sed
inno
vatio
ns a
nd e
xper
tise
in N
orth
Dak
ota
and
Sout
h D
akot
a.
Maj
or r
esea
rch
area
s at
McR
EL
incl
ude
stan
dard
s, c
urri
culu
m, a
nd in
stru
ctio
n;as
sess
men
t and
acc
ount
abili
ty; h
uman
deve
lopm
ent,
lear
ning
, and
mot
ivat
ion;
tech
nolo
gy; o
rgan
izat
iona
l and
lead
ersh
ipde
velo
pmen
t; m
athe
mat
ics
and
scie
nce;
dive
rse
stud
ent p
opul
atio
ns; a
ndev
alua
tion
and
polic
y st
udie
s. M
cRE
L h
asm
ore
than
30
year
s of
exp
erie
nce
prov
idin
gte
chni
cal a
ssis
tanc
e an
d co
nsul
tatio
n in
all
of th
ese
area
s as
they
impa
ct o
n sc
hool
impr
ovem
ent,
chan
ge a
nd s
tude
ntpe
rfor
man
ce.
"Mak
ing
adi
ffer
ence
in th
equ
ality
of
educ
atio
n an
dle
arni
ng f
or a
llth
roug
h ex
celle
nce
in a
pplie
dre
sear
ch, p
rodu
ctde
velo
pmen
t, an
dse
rvic
e."
31,
PAG
E 1
61
317
"...
to p
rom
ote
and
supp
ort
syst
emic
ref
orm
in m
athe
mat
ics
and
scie
nce
educ
atio
n."
CH
AN
GE
IN
AC
TIO
N
TH
E E
ISE
NH
OW
ER
HIG
H P
LA
INS
CO
NSO
RT
IUM
FO
R M
AT
HE
MA
TIC
SA
ND
SC
IEN
CE
(H
PC)
The
Eis
enho
wer
Hig
h Pl
ains
Con
sort
ium
for
Mat
hem
atic
s an
d Sc
ienc
e at
the
Mid
-co
ntin
ent R
egio
nal E
duca
tion
Lab
orat
ory
(HPC
) w
as e
stab
lishe
d in
199
2 by
the
Nat
iona
l Eis
enho
wer
Pro
gram
for
Mat
hem
atic
s an
d Sc
ienc
e E
duca
tion.
HPC
is o
ne o
f th
e te
n re
gion
al c
onso
rtia
and
serv
es th
e sa
me
seve
n st
ates
as
McR
EL
.
The
mis
sion
of
HPC
is to
pro
mot
e an
dsu
ppor
t sys
tem
ic r
efor
m in
mat
hem
atic
san
d sc
ienc
e ed
ucat
ion
in th
e se
ven-
stat
ere
gion
.T
o fa
cilit
ate
chan
ge, H
PCco
llabo
rate
s w
ith s
tate
dep
artm
ents
of
educ
atio
n, p
ost-
seco
ndar
y in
stitu
tions
,N
atio
nal S
cien
ce F
ound
atio
n (N
SF)-
fund
edin
itiat
ives
, sch
ool d
istr
icts
and
oth
er s
tate
and
fede
ral a
genc
ies.
HPC
is g
uide
d by
a24
mem
ber
Adv
isor
y C
omm
ittee
repr
esen
ting
vari
ous
clie
nt g
roup
s fr
om th
ese
ven-
stat
e re
gion
.
The
task
s of
HPC
are
:
Col
labo
ratio
npr
ovid
e as
sist
ance
in d
evel
opin
g st
ate
and
regi
onal
pla
ns f
or s
yste
mic
ref
orm
;pr
ovid
e as
sist
ance
in e
stab
lishi
ngco
mm
unic
atio
n lin
ks w
ithin
and
betw
een
stat
es;
faci
litat
e co
mm
unic
atio
n am
ong
grou
ps.
Serv
ice
Del
iver
yov
erco
me
chal
leng
es c
reat
ed b
yge
ogra
phy;
defi
ne a
vaila
ble
serv
ices
;ut
ilize
tech
nolo
gy f
or s
ervi
ce d
eliv
ery
Tra
inin
g an
d T
echn
ical
Ass
ista
nce
deve
lop
corp
s of
teac
her
lead
ers;
iden
tify
and
diss
emin
ate
exem
plar
ypr
actic
es;
prov
ide
info
rmat
ion
abou
t inf
orm
aled
ucat
ion
entit
ies;
trai
n te
ache
rs r
egar
ding
inst
ruct
iona
lm
etho
ds, m
ater
ials
and
ass
essm
ent.
PAG
E 1
62
313
319
El
U.S. DEPARTMENT OF EDUCATIONOffice ol Educational Rasoiarcli and Impfobirtnant (OEM)
Educational flasowcaa intormation Canter (ERIC)
(982)
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