IMPPACT

IMPPACT

Investigating the Meaningfulness of Pre-service Programs Across the Continuum of Teaching

An NSF-Supported Science Education Research Project, Robert E. Yager, Co-Principal Investigator at The University of Iowa

(For more information about this project, please contact Administrative Assistant, MaryAnn Mullinnix @ 319 335-1896 or mary-mullinnix@uiowa.edu

What is IMPPACT?

The IMPPACT Research Project represents a collaborative effort on the part of three Research I universities in the U.S. The study focuses on the longitudinal impact of science teacher education programs designed to prepare middle and secondary science teachers and their students across critical developmental stages of the teacher professional continuum. IMPPACT has been funded for five years for a total of $2,500,000 by the National Science Foundation.

Building to Improve

The IMPPACT Research Project examines the influence of various features of pre-service programs on actual teacher performance and student achievement. The project involves gathering extensive data from four data collection points, namely:

at entry into the science teacher education program;
at the completion of the university sequence, including associated field experiences;
during the early induction years as new science teachers (first four years); and
during the post-induction stage of science teaching (5+ years)

The results of this research study will have broad implications for science teacher educators, science content faculty, administrators, practitioners, and professional development providers at all academic levels.

The IMPPACT Research Seeks Answers to:

How do specific interventions within pre-service science teacher preparation programs (e.g., multiple science methods courses, diverse field placements, nature of science coursework, science research experiences, advanced science content coursework, specialized applications courses, the creation of a research-based rationale for teaching, and the systematic and extensive use of appropriate technology to enhance learning) impact the develpment of secondary science teachers' content and pedagogical knowledge?
What impact do these specific interventions have on secondary science teachers' beliefs about effective instruction as they progress through the stages of the teacher professional continuum?
To owhat extent do secondary science teachers demonstrate classroom practices that are consistent with their beliefs about effective instruction as they advance through the pre-service preparation program and into full-time teaching?
How closely do the knowledge, beliefs, and practices of secondary science teacher graduates of these pre-service programs correlate with the science achievement gains of their 7-12 grade students?
What changes occur in secondary science teachers' beliefs and practices when they are contronted with external factors (e.g., standardized testing, state-mandated curricula, school culture) during the early stages of their careers, and how do these factors influence ongoing professional development needs and retantion rates?

Science Education

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