Sustainable Intellectual Growth of Elementary School Teachers in Science Content and in Science Pedagogical Content
Surveys and classroom observations of two cohorts of Fulcrum Institute teachers show changes in both teacher behavior and teacher "habits of mind".
Specifically, survey data show a consistent trend through the evaluation of the Fulcrum Institute - the ratings of the interest and engagement of teachers and students in science have been higher than their science understanding and skills. This pattern was found again this year when teachers were asked to rate their students and themselves in these four areas using a 4-point scale.
Ninety percent or more of teachers rated their own abilities and investment in science as good or excellent this year (see Table A). Cohort 2 teachers rated their own interest and engagement in science higher (96% and 97%, respectively) than their science understanding and skills (90% and 93%, respectively). Compared to last year, teachers scored their skills and engagement in science higher (93% and 97% vs. 83% and 93% last year) while they rated their understanding and interest slightly lower (90% and 96% vs. 93% and 97% last year). Compared with the ratings of Cohort 1 teachers, current teachers rated themselves higher in all four areas; with Cohort 1 teachers rating themselves as good or excellent in science understanding 75%, science skills 89% and interest in science 97% and engagement 97%.
Table ATeacher's Understanding of Science as Rated by Participating Cohort 2 Teachers
| Year | Poor | Fair | Good | Excellent | Missing |
Teacher's understanding of science | 2006-7 | 0% | 3% | 79% | 14% | 4% |
2007-8 | 0% | 7% | 83% | 7% | 0% | |
Teacher's science skills | 2006-7 | 0% | 14% | 83% | 0% |
3% |
2007-8 | 0% | 3% | 72% |
21% | 3% | |
Teacher's interest in science | 2006-7 | 0% | 0% | 14% | 83% | 3% |
2007-8 | 0% | 0% | 24% | 72% | 3% | |
Teacher's engagement in science | 2006-7 | 0% | 4% | 31% |
62% | 3% |
2007-8 | 0% | 0% | 38% |
59% | 3% |
Although self-reported increases in the teachers' science knowledge and investment can not be directly correlated to their involvement in Fulcrum Institute, one can deduce from all of the positive feedback provided by the participants that the Institute is benefiting the teachers, and thus their students and classrooms as a whole.
Although improved student interest and/or performance in science was not the primary goal of the project, limited data on these outcomes were also collected. Table B presents the results of the teachers' rating of students' understanding of science during their first and second year in the Institute. Approximately half of the teachers rated their students' science understanding and skills as good or excellent (48% each), while 80% or more rated their students' interest and engagement at these levels (90% and 83%, respectively). Compared to their previous year in the program, teachers scored students lower on understanding and skills (48% each vs. 55% each last year) but higher on interest and engagement (90% and 83% respectively vs. 86% and 83% last year). In relation to the ratings of Cohort 1 teachers, current teachers rated all four areas lower; with Cohort 1 teachers rating students as good or excellent in science understanding 58%, science skills 53% and interest in science 97% and engagement 91%.
Table BStudents' Understanding of Science as Rated by Participating Cohort 2 Teachers
| Year | Poor | Fair | Good | Excellent | Missing |
Students' understanding of science | 2006-7 | 4% | 34% | 48% | 7% | 7% |
2007-8 | 0% | 48% | 41% |
7% | 3% | |
Students' science skills | 2006-7 | 0% | 38% | 52% | 3% |
7% |
2007-8 | 10% | 38% | 38% | 10% | 3% | |
Students' interest in science | 2006-7 | 0% | 7% | 48% | 38% | 7% |
2007-8 | 0% | 7% | 52% | 38% | 3% | |
Students' engagement in science | 2006-7 | 0% | 14% | 55% | 24% | 7% |
2007-8 | 3% | 10% |
45% | 38% | 3% |
The Fulcrum Institute has become part of the Teacher Education program at Tufts whose central focus until now has been pre-service teachers. Some reflections on differences between graduate level education for in-service and pre-service teachers will be presented.
These quantitative data, while informative, do not capture the impact of the Fulcrum experience on the lives of teachers. For a richer, and more intimate view of the effects of the program, please go to
http://ase.tufts.edu/ education/projects/projectFulcrum.asp