Ragusa, G., & Mataric, M. J., & Huang, S., & Levonisova, S. (2014, June), Research Experiences For Teachers: Linking Research to Teacher  Practice and Student Achievement   Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22975

\bibitem{asee_peer_22975}
  Ragusa, G., \& Mataric, M. J., \& Huang, S., \& Levonisova, S. (2014, June), \emph{Research Experiences For Teachers: Linking Research to Teacher  Practice and Student Achievement }
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--22975

Gisele Ragusa, Maja J. Mataric, Shaobo Huang, and Svetlana Levonisova.  "Research Experiences For Teachers: Linking Research to Teacher  Practice and Student Achievement ".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/22975 Internet.  16 Apr, 2024

\bibitem{asee_peer_22975}
  Gisele Ragusa, Maja J. Mataric, Shaobo Huang, and Svetlana Levonisova.
  "Research Experiences For Teachers: Linking Research to Teacher  Practice and Student Achievement ".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/22975 Internet.  16 Apr, 2024

@INPROCEEDINGS{asee_peer_22975
author = "Gisele Ragusa, Maja J. Mataric, Shaobo Huang, and Svetlana Levonisova"
title = "Research Experiences For Teachers: Linking Research to Teacher  Practice and Student Achievement "
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22975}
number = {10.18260/1-2--22975}
}

TY  - CPAPER
AB  -        Research Experiences For Teachers: Linking Research to Teacher                     Practice and Student Achievement                                              Abstract     Research identifies a national urgency to improve teacher performance and studentachievement in science and engineering. This paper responds to this need and presents the resultsof a four year Research Experience for Teachers (RET) program funded by the National ScienceFoundation in which engineering faculty collaborate with middle and high school teachers andtheir students. RET is a comprehensive teacher professional development program in whichmiddle and high school teachers participate in an intensive summer research experience inengineering labs, build curriculum based on the laboratory research content that they learn,participate in lesson study, and implement new curriculum in their middle or high schoolclassrooms. The program has the combined intent of bringing innovative engineering research tomiddle and high school students and improving student achievement through scientific inquiry.Program design includes a summer intensive experience in which teachers fully participate inengineering laboratory research and engage in an inquiry focused content-to-pedagogy teacherprofessional development workshop, building curriculum from their lab research experience withfoci on scientific experimentation and improving students’ science achievement and literacy. Theprogram is aligned with Common Core Math Standards and Next Generation Science Standardsand addresses the research question: What is the impact of an intensive research-based teacherprofessional development program on teacher and student performance?     Thirty-one middle and high school teachers and their 3,923 students have participated in theprogram. Assessment metrics used to measure the impact of the program are: a teacherinstructional performance metric, the Science Teaching Efficacy Beliefs Instrument-revised, ascience qualitative reading inventory, grade and content specific concept inventories, and amotivation for science questionnaire. Program results are: the teachers had a mean scienceteaching efficacy of 3.24 and the national average is 2.47. The mean score on teacherperformance rating was 3.17 and the statewide average rating is 2.89. RET teachers had a 26.4percent performance gain pre to post program. Results also indicate that students madesignificant gains during their curricular intervention resulting from their teachers’ participation inthe RET program. Students gained knowledge (19.1% gain), increased their science interest andmotivation (22.6% gain), and demonstrated gains in science literacy (37% gain) as well.  
AU  - Gisele Ragusa
AU  - Maja J. Mataric
AU  - Shaobo Huang
AU  - Svetlana Levonisova
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Research Experiences For Teachers: Linking Research to Teacher  Practice and Student Achievement 
UR  - https://peer.asee.org/22975
DO  - 10.18260/1-2--22975
ER  -