Highlights from Year I of the Pathways Project  Adobe Acrobat Version: Best for Printing

Introduction In this section highlights from the first year of the Pathways Project are presented. These highlights are primarily based on the analysis of interviews conducted with the participating cooperating teachers and their student teachers. The cooperating teachers were interviewed three times during the year: At the end of the two-week summer institute, at the mid-point of the academic year, and at the end of the school year. The student teachers' were interviewed twice: at the beginning of the student teaching placement and at the end of the school year. Keep in mind that these are only highlights from the first year of a three-year project. The second year focuses on the novice teachers (student teachers who participated the project during Year I, and who are now full-time teachers within the 300-mile radius of the university). Year II also looks at the impact of the program on the novice teachers' students. In other words, focus groups of students from the novice teachers' classrooms were selected to explore how they responded to their teachers' attempts to implement sociotransformative constructivism in their classrooms. Findings from Year II of the study will be presented at subsequent NARST meetings. Analysis Following an ethnographic approach (Spradley, 1979), the interview data, field notes, videotaped lessons, a pre- and post-institute survey, and artifacts (lesson plans and handouts collected during field observations) are being reviewed by the research team to investigate shared-meaning among participants. To this end, the research team is using the qualitative research computer program, NUD*IST (Non Numerical Unstructured Data Indexing Searching and Theory-building). The book, Doing Qualitative Research Using QRS -NUD*IST, by Celia Gahan and Mike Hannibal (Sage Publications, 1998), is also being used as a compass for technical and methodological direction. Findings from the analysis of interviews transcripts are currently being triangulated with other data sources, so the highlights presented here will undergo some refinement after the Year I analysis is complete. However, so far, three major themes have helped organized the data in relation to the research questions. These themes are: Benefits of the Program, Pedagogical Strategies Used to Teach for Understanding in Diverse Classrooms, and Challenges Encountered. A series of categories have been identified under each one the themes, and they are mentioned below. However, at this time, an effort is made to present the participants' voice with as little "overlay" of the researchers' voice as possible. We wish to enlist the readers' input, so please submit your comments and suggestions for any section of this web page to members of the research team. Highlights from Findings Theme I: Benefits of the Program The following categories reflect what the teachers and student teachers found to be most helpful as a result of their participation in the first year of the project: 1.    Responsive and Relevant Support I really appreciate the fact that you guys asked us for some input, before the institute, and I can pretty much remember what I wrote down, about areas that I would, I would like to cover. And every one of those areas was addressed. So I mean, I really appreciate that. - (Paul Cannon, Cooperating Teacher- Interview I, pg. 6)  This is the first institute where it was a real small group, and real intense. I was really impressed with the way the items were presented (during the summer institute). And the things that we covered, the items, the curriculum. Cause it was real relevant to me. Usually, when I am asked for my opinion, it seems like, you know, that they are going to use it in a workshop. You know, a teacher gives an administrator an opinion as to what they think they need to cover. And sometimes, that opinion is not always, or doesn't always show up in the presentation.(Tom Searls, Cooperating Teacher- Interview I, p. 6) 2. Opportunities for Collaboration            2.1 Monthly Meetings [The monthly meetings was a good way] to get ideas and stay motivated. Find out what's happening as far as changes in science methods and methodology. I've really enjoyed having time that I could spend with my colleagues. . .We are in our own little boxes all the time. We don't get out, so, that was a big plus. And I am very grateful. . . (Nadia Chelenkov, Cooperating Teacher -Interview II, p. 14) I enjoyed listening to and watching what teachers at Sierra were doing. And what teachers at Lynn were doing. I had a feeling that we were in this together. It built a sense of community for me (Joanna Perkings, Cooperating Teacher- Interview III, p. 8)             2.2 Better Matching of Personalities  I think the best thing for me was the, emphasis on placing me with a teacher who you knew before, and you knew the personalities. I think it was a really good. I mean, when it comes down to it, the person who's supervising you and doing, you know, giving you feed back everyday, I think is the one of biggest influence. And I think that was the biggest benefit for me of the Pathways Project. Was just being placed with, Paul, and we had similar, philosophies, and ideologies, and things like that. And it was a lot easier to, to go in and, and do a lot of the sociotransformative stuff that we are talking about. (Karl Grossman, Student Teacher, Interview II, pg. 16) I was going to thank you for hooking me up with [my cooperating teacher]. Cause I think he's a strength. I mean, he's going to teach me a whole lot. I know a lot of teachers out there that people get placed with, and they don't think about the fact that they've been doing it X number of years. Or even if they like doing it anymore. And so, you get a bad, you know, a bad match. A bad situation, right off the bat. (Jeffrey Stevens, Student Teacher, Interview I, pg. 7) Because you hand picked [my] cooperating teacher that, you know, went along with these strategies, it was just easy as, oh absolutely. You take it, and do it. It was, it was awesome. (Laugh) It truly was a great experience. (Jeffrey Stevens, Student Teacher, Interview II , pg. 6) 3. Lots of Resources for the Classroom           3.1 Equipment and Materials . . . Also the resources, some of the resources that Dr. Rodriguez gave us were very, very helpful, We couldn't have done a lot of the lessons without those resources. For example, he gave us some materials to look at the physics behind roller coasters. And that was very, very useful. (Gary Jones, Student Teachers, Interview II, pg. 15  You know, one of the neat things, that I've ended the school year with a whole host of lessons that I can use in my classroom.. And, uh, you know, some of them were from different grade levels, but still, some of the curriculum, can be used in seventh grade, and so just having that opportunity, I'm, you know, I'm thrilled about the fact that everybody kind of followed that same format as far as their lesson plans and all that, It's real, real useful, so to me. That's the biggest thing, we don't need to reinvent the wheel, (Paul Cannon, Cooperating Teacher, Interview III- pg. 14) If we were going to do something, to be able to e-mail you or call you, and say "Hey, we are going to do this, do you have these materials, or can you come help me supervise." To me, that is a huge benefit, because, a lot of times as teacher, we're just kind of, here's your classroom, have at it. And you kind of feel like you're just thrown to the, to the wolves. You don't feel like there's a real support system for you. (John Oxley, Cooperating Teacher, Interview II, p. 4) 3.2 Ideas, Motivation & Speaking the Same Language The work that was accomplished both in the methods class, and in the institute, in developing lesson plans, that are connected and are units already has been really useful. It serves quite a few purposes for not only, the student teachers, but the, the actual teachers. Because, they had to compile a portfolio with units too. And the student teachers did also. You know, to have samples of their work already to go, it's been really beneficial. And you can both look at the lesson and talk about it. (Bernadette Summers, Student Teacher, Interview I, p. 8)  The sharing, of ideas every time we go to the [monthly ] meetings. Especially, we were doing the same unit, or we were going to start a unit, and somebody else gave lesson plans for that. And um, it was very helpful. The perfect example was the ecology unit on biomes. (Rosa Gonzalez, Student Teacher, Interview II- pg. 20)  VIDEO LINK TO MONTHLY MEETINGS 4. Creating Safe Spaces to Try New Ideas           4.1 Developing Trust and Feeling Comfortable You gave us, like last summer, having the opportunity to ,and throughout the whole year. We had the ability to collaborate with colleagues, and throw ideas out. . . , I don't think anybody ever felt uncomfortable, saying " hey, you know, have you thought about of trying your lesson this way?" Or, "you know, that's a great lesson, but if you did this it would be even better." And, I just really appreciated the fact, that, having the opportunity to talk with other science teachers in the district that are working at the middle school level, and getting great ideas, and being able to implement those ideas in the classroom. I think it is difficult sometimes to be that teacher, (Paul cannon, Cooperating Teacher, Interview III, pg. 19)  I think that the aspect that was the most helpful to me were that I really felt, the feeling of support, just all the teachers and other pre-service teachers that were involved, you know, because we were experiencing the same type of thing. I got some ideas that were really good, and that I hadn't thought of, from other pre-service teachers, or other teachers that were involved in the Pathways Project. And I just felt like it was kind of a network of resources that I can draw from. (Bernadette Summers, Student Teacher, Interview II, pg. 23).  4.2 Reinforced Beliefs about Good Teaching As far as multiculturalism, I don't know, it was just always a word you heard. And, I wasn't quite sure what all that involved. It made me question what I actually do in the classroom a lot more. As far as constructive teaching, that was a belief that I pretty much already had. So [my participation in the Pathways Project] just reinforced that. It made it a little stronger. And then with some of the things we did in class, hat gave me, some ideas of maybe what I wasn't comfortable with. For example, rockets. I've never taught rockets*. And I'm thinking, oh, that was great. It was a piece of cake. Anna Walters, Cooperating Teacher, Interview I, p, 5-- *Rockets was one of the topics covered during the summer institute). 5. Being There and Modeling Pedagogical Strategies           5.1 Helping Keep Focused This is the first [professional development institute] where it has asked me to stretch and to think about how I present science to a multi-cultural, to a multi-ethnic population of kids. And that's valuable to me, that's a stretch for me. And I should be doing that, I mean I do, do that, somewhat unconsciously, but I'm glad to be a part of this, because it's given me, an opportunity, and sort of forced me, sort of put it in my face. Here, deal with this. Think about this. In a concrete way. (Patrick Moulder, Cooperating Teacher, Interview I, p. 7)   5.2 Modeling Well, the summer institute, helped me just in getting ideas to do, and also, having like some people to support me. Like when Dr. Rodriguez came in and did the, the electricity lesson with the kids. (Jason O'Brian, Cooperating Teacher, Interview III, p, 5) When you were asking what we wanted [before the summer institute]. One of my biggest things is, you know, practice what you preach. If you are going to, and you did that. You know, you didn't stand there and, and lecture a bunch. And I liked that. (John Oxley, Cooperating Teacher, Interview I, p. 18). It was the greatest experience a teacher could have. A student teacher could have. I mean, you guys were there, and you helped, I mean, you guys came and taught lessons. If we didn't know how to do it, you would help us out, and you gave us, you were there for resources, that's something that a student teacher never has enough of. (Jeffrey Stevens, Student Teacher, Interview II, p. 14).  Theme II: Pedagogical Strategies Used to Teach for Understanding in Diverse Classrooms The following categories reflect how the participating teachers and student teachers used the multicultural and inquiry-based (sociotransformative constructivist) pedagogical strategies modeled in the science methods class and/or in the professional development summer institute: 1. Implementing New Pedagogical Strategies           1.1. Implementing Pedagogical Strategies from the Science Methods Class           1.2. Implementing Pedagogical Strategies from the Summer Institute 2. Pupils' Responses as a Source of Encouragement and Reflection 3. Heightened Awareness of Multicultural Issues 4. Student Teachers as Agents of for Professional Development Theme III: Challenges Encountered (analysis in progress) The following categories represent some the challenges the participating teachers and student teachers encountered as they attempted to teach for understanding in diverse classroom contexts: 1. Motivating & Managing Some Students           1.1. Keeping Students on Task           1.2. Getting Students to Hand in Their Best Work 2. Meeting the Special Needs of Some Students 3. Responding to Violence at School 4. Connecting Science Methods with School Context

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Last Updated: 8/04/03 Copyright 2003, Pathways Project Policy Studies in Language and Cross-Cultural Education, SDSU