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1. Mathematics, 3D Printing, and Computational Thinking through Work-Based Learning (MPACT): An Education Innovation and Research (EIR) Grant Evaluation. Technical Report

Author

SRI Education, Douglas Gagnon, Ela Joshi, Nicole Arshan, Eliese Rulifson, Elise Levin-Güracar, and Tejaswini Tiruke

Abstract

The Mathematics, 3D Printing, and Computational Thinking Through Work-Based Learning (MPACT) program combines teacher professional development, specialized curriculum and materials and STEM industry mentors to provide grade 4-7 students with project-based experiences implemented across three learning modules. This technical report presents findings from SRI International's evaluation of MPACT implementationin the 2021-22 school year by MPACT Fellows--i.e., teachers who participated in the MPACT program--in four U.S. states. MPACT Fellows implemented the program in a year marked by ongoing difficulties due to the COVID-19 pandemic. Although MPACT professional development was delivered with fidelity, only 65% of MPACT Fellows implemented the full program (all three modules) with all of their classes. MPACT Fellows also provided fewer opportunities for students to meet with or learn about STEM industry mentors than intended. Despite this partial implementation, MPACT Fellows' perceptions of and efficacy in programmatic concepts increased meaningfully after participating in MPACT. Further, grade 4 and 5 MPACT students grew nearly a full standard deviation on a measure of geometry, computational thinking, and spatial reasoning over one school year. However, significant differences were not observed in students' socioemotional outcomes--specifically, behavioral engagement in math, behavioral disaffection in math, math self-efficacy, and math self-concept--between MPACT students and students in the comparison group. The considerable growth of MPACT students on the assessment and the documented program impacts on teachers' perceptions provide limited but suggestive evidence that the program could demonstrate improved student outcomes in ideal conditions, if examined over a longer time frame or using different impact measures.

Published
2023

2. Associations of teacher characteristics with preschool suspensions and expulsions: Implications for supports

Author

Kirby A. Chow, Tejaswini Tiruke, Xin Wei, Todd Grindal, Erika Gaylor, and Dominique Tunzi

Subjects
Early childhood education, Medical education, Sociology and Political Science, Developmental and Educational Psychology, Early childhood, Grade retention, Quarter (United States coin), Psychology, Discipline, Education
Abstract

Preschool children subjected to suspension and expulsion miss valuable educational opportunities and are more likely to experience academic failure and grade retention. These forms of exclusionary discipline are more frequent in preschool settings than in K–12 education classrooms. Previous research has examined the prevalence and influencing factors of exclusionary discipline in early childhood settings, but less is known about what this looks like in a well-resourced state-funded preschool program that includes characteristics that have been shown in prior research to be associated with reducing the likelihood of exclusionary discipline incidents (e.g., low student–teacher ratios, program resources to assist teachers in managing child behaviors). This study examines reports of exclusionary discipline actions in a large, well-resourced, state preschool program for low-income 4-year-olds and examines whether report of these disciplinary actions varies by teacher characteristics. The study also reports teachers’ reasons for engaging in these practices. Data are drawn from annual surveys of 147 teachers working in the state preschool program from 2016 to 2018. We find that at least one child was subject to some form of exclusionary discipline in more than a quarter of responding teachers’ classrooms. Suspension was the most common form of exclusionary discipline. Teachers with fewer years of experience teaching preschool were more likely to report engaging in exclusionary discipline than more experienced teachers. Concerns regarding the safety of the child, the child’s peers, or program staff were cited by nearly all teachers as a reason for using exclusionary discipline.

Published
2021
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