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Teacher Education Annotated Plan Excerpts

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Analysis Process

The table below contains plan excerpts (right column) accompanied by annotations (left column) identifying how the excerpts represent the Analysis Process Criteria.

Annotations Plan Excerpts
 

Excerpt 1 [Oregon Collaborative]

Quantitative Analysis:
Describes limitations of analysis due to lack of baseline data

We have not yet collected baseline information statewide from both faculty and students about current curricular and instructional practices in math, science, engineering and teacher education. As a result, until these data are analyzed we are not able to project what kinds of and how much change may be observable among faculty and students over the course of the five years.

Qualitative and Quantitative Analysis:
Describes how the analysis will focus on determining project impact

Finally, during the course of the project, many other potential sources of influence can be expected to affect faculty practices and beliefs. Other federal and State-funded projects are underway or will be implemented. Many individual campuses have initiated faculty development programs through new teaching and learning centers designed to introduce faculty to new instructional approaches, uses of technology and classroom assessment. The evaluators will be hard pressed to separate out the influence of this particular project from the collective impact of many other initiatives and developments. We will make the effort, however, through the use of self-report data from faculty and students, to identify what they perceive has contributed most to various changes in their own practices and perspectives.

 

Excerpt 2 [Maryland Collaborative]

Quantitative Analysis:
Describes collection and analysis of quantitative data

Both numerical and qualitative data are being collected to address the MCTP research questions. Numerical data derive from the administration of two Likkert-type surveys developed by the MCTP Research Group: a college student version and a faculty version of "Attitudes and Beliefs About The Nature Of And The Teaching Of Mathematics And Science". Participating faculty and students in MCTP classes (both MCTP teacher candidates and non-MCTP students) contribute to this data base. Data are analyzed using the software program SPSS.

Qualitative Analysis:
Describes planned analysis techniques

Qualitative data derive from semi-structured ongoing interviews with participants in MCTP classes, MCTP class observations, participant journals, and MCTP course materials. Standard qualitative analysis techniques (analytic induction, constant comparison, and discourse analysis) assist in the interpretation and presentation of case studies emerging from this rich data set. The software program NUD.IST. facilitates the data analysis.