Award Abstract # 0412404
University of Pennsylvania Science Teachers Institute: Preparation and Retention of Highly Qualified Science Teachers Through Content Intensive Programs

NSF Org: DRL
Division of Research on Learning in Formal and Informal Settings (DRL)
Recipient: TRUSTEES OF THE UNIVERSITY OF PENNSYLVANIA, THE
Initial Amendment Date: September 16, 2004
Latest Amendment Date: August 29, 2009
Award Number: 0412404
Award Instrument: Standard Grant
Program Manager: Joan T Prival
DRL
 Division of Research on Learning in Formal and Informal Settings (DRL)
EDU
 Directorate for STEM Education
Start Date: September 1, 2004
End Date: June 30, 2012 (Estimated)
Total Intended Award Amount: $5,000,000.00
Total Awarded Amount to Date: $6,232,915.00
Funds Obligated to Date: FY 2004 = $5,000,000.00
FY 2008 = $599,925.00

FY 2009 = $632,990.00
History of Investigator:
  • Larry Gladney (Principal Investigator)
    gladney@sas.upenn.edu
  • Nancy Hopkins - Evans (Co-Principal Investigator)
  • Catherine Lacey (Co-Principal Investigator)
  • Hai-Lung Dai (Former Principal Investigator)
Recipient Sponsored Research Office: University of Pennsylvania
3451 WALNUT ST STE 440A
PHILADELPHIA
PA  US  19104-6205
(215)898-7293
Sponsor Congressional District: 03
Primary Place of Performance: University of Pennsylvania
3451 WALNUT ST STE 440A
PHILADELPHIA
PA  US  19104-6205
Primary Place of Performance
Congressional District:
03
Unique Entity Identifier (UEI): GM1XX56LEP58
Parent UEI: GM1XX56LEP58
NSF Program(s): MSP-TEACHER INSTITUTES,
Robert Noyce Scholarship Pgm,
Teaching & Mstr Tchng Fellows
Primary Program Source: 04000405DB NSF Education & Human Resource
04000910DB NSF Education & Human Resource

app-04S8 

0400PYXXDB NSF Education & Human Resource
Program Reference Code(s): 1777, 9177, 9178, SMET
Program Element Code(s): 177700, 179500, 790800
Award Agency Code: 4900
Fund Agency Code: 4900
Assistance Listing Number(s): 47.076

ABSTRACT

The University of Pennsylvania (Penn) School of Arts and Sciences Departments of Biology, Chemistry, Earth and Environmental Science, Mathematics, and Physics, in collaboration with the Graduate School of Education (GSE), is establishing the Penn Science Teachers Institute (Penn STI) in a major effort to engage in the development and retention of highly qualified science teachers in middle and secondary grades. The Penn STI, managed through the Department of Chemistry, provides content intensive master degree programs for developing content, pedagogy, and leadership skills for science teachers. This Institute is aimed at the mid-Atlantic region and 20 area schools/districts in the mid-Atlantic region and includes four major components:
1) An 8-science/2-science education course Master of Integrated Science Education degree program designed for current middle level science teachers.
2) An 8-chemistry/2-science education course Master of Chemistry Education degree
program designed for current high school science teachers.
3) A resource center supporting participating and graduate teachers as they become teacher leaders and implement classroom reforms in their schools.
4) An Administrator's Science/Math Academy designed for school administrators to
become better prepared to create a school environment conducive to improved science
teaching and learning.

Up to100 middle level science teachers and 100 high school science teachers are expected to participate in the degree programs, along with approximately 200 school administrators. The 200 science teachers who graduate from the content intensive programs, supported by their administrators and a university-based resource center, are expected to fundamentally change the teaching and learning of science in middle and secondary level classrooms in the region, benefiting the learning of science by tens of thousands of students yearly.

PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH

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Martin, SN; Milne, C; Scantlebury, K "Eye-rollers, risk-takers, and turn sharks: Target students in a professional science education program" JOURNAL OF RESEARCH IN SCIENCE TEACHING , v.43 , 2006 , p.819 View record at Web of Science 10.1002/tea.2015
Milne, C., Scantlebury, K., Otieno, T. "USING SOCIOCULTURAL THEORY TO UNDERSTAND THE RELATIONSHIP BETWEEN TEACHER CHANGE AND A SCIENCE-BASED PROFESSIONAL EDUCATION PROGRAM" Cultural Studies of Science Education , v.1 , 2006 , p.325

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