This five-year research project would study the impact of emphasizing formative assessment strategies in concurrent undergraduate methods courses and STEM content courses on the subsequent teaching practices of these pre-service teachers and their students. The study focuses on future middle school STEM teachers. It will include two treatment cohorts and a control group from Temple University, an urban institution with a 33% minority enrollment. The mixed methods research design will examine the impact of the treatment on teachers' practices during their practicum and induction years and on the STEM achievement of their middle school students.

Agency
National Science Foundation (NSF)
Institute
Division of Research on Learning in Formal and Informal Settings (DRL)
Application #
0455786
Program Officer
Robert E. Gibbs
Project Start
Project End
Budget Start
2005-08-01
Budget End
2012-07-31
Support Year
Fiscal Year
2004
Total Cost
$2,438,317
Indirect Cost
Name
Temple University
Department
Type
DUNS #
City
Philadelphia
State
PA
Country
United States
Zip Code
19122