Association for Institutional Research

This qualitative study examines one professional development program and how this experience affects teachers’ thoughts about planning and science teaching practices specific to the elements focused on during the program. The program supports 13 American K–12 teachers, selected from across the nation, to spend six weeks with a mentor scientist in a nationally recognized science laboratory in the southeastern United States. The Research Experiences for Teachers program features are specifically designed to encourage reflective planning based on teachers’ understanding of inquiry, experimental design, the nature of science, process skills and communication. Results of this study include teachers’ increase in positive and accurate statements concerning implementing research‐based science practices (e.g. inquiry‐based learning) and one case study that demonstrates one teacher’s Research Experiences for Teachers experience and changes made to her classroom practices after attending the program.

Abstract An examination of popular publications that rate and rank collegiate undergraduate education reveals several methodological concerns. The challenges for consumers and researchers are to know what shortcomings exist in these ratings, what impact these shortcomings have on the rankings, and what methodological changes might improve the evaluations.