Stacy Wenzel - Academia.edu (original) (raw)

Papers by Stacy Wenzel

Women in Engineering ProActive Network, Oct 31, 2006

# The opinions of this paper are not those of the U.S. Public Health Service’s Office on Women’s ... more # The opinions of this paper are not those of the U.S. Public Health Service’s Office on Women’s Health or the U.S. Department of Health and Human Services. Although the Federal government commissioned this paper, it is not intended as a statement of Federal guidelines or policy. Abstract Improvement of health care for women will benefit from increased numbers of women in leadership roles within the health care field who have the power to change the current system. Desired changes include expanding the predominant medically-oriented focus on diagnosis and treatment to a more holistic and humanistic health care orientation, including an emphasis on primary prevention and health promotion. Another desired change is an increase in sensitivity to the health care needs of women and the situational contexts that influence the ability of women to lead healthy and productive lives. Promising opportunities for women in leadership roles are predicted in the future. Resolving the challenges facing society requires the leadership skills and perspectives of women. But the current reality for women in the health care field shows disproportionately few women in key leadership roles compared to the numbers of women who have entered the health professions. The organizational structures in which health care professionals practice are, by and

Science Education, 2005

We use identity as a multidimensional lens to explore ways in which beginning teachers saw themse... more We use identity as a multidimensional lens to explore ways in which beginning teachers saw themselves as scientists and as science teachers during and after 10-week summer apprenticeships at a science lab. Data included four interviews with each teacher, three during the apprenticeship and one after the first year of teaching. Two themes emerged that were used to organize the findings: (a) science as a practice and (b) science as a community of practice. Teachers came to appreciate certain science practices, speech acts, and tools. As scientists, they noticed and engaged in the nonlinearity, messiness, risk taking, evolution over time, and complexity of science (their own and others'), and in both levels of scientific activity, theory and data, and their interplay. Their scientist identity also came to incorporate the delicate dynamics of collaboration, autonomy, and mentoring within a community. However, for several reasons the teachers raised, such practices became elements of their science teacher identities to differing degrees. What they experienced as science teachers was a sense of conflict. At times this conflict took the form of ambivalence,

Women rarely serve as engineering faculty members at U.S. universities and we know little about t... more Women rarely serve as engineering faculty members at U.S. universities and we know little about those who do. To explore the views of women engineering faculty, multiple in-depth interviews were conducted with eight women who held tenured or tenure-track faculty positions in engineering at Research or Doctoral universities. Transcribed interviews were analyzed in an inductive qualitative fashion to highlight the study participants' definitions of success and the influences on their careers. Success was found to be a multi-faceted concept that included the rewards of tenure and promotion, the satisfaction of daily academic tasks, and an appropriate balance of work with family/personal time. The nature of hiring and tenure processes, supportiveness of academic departments, and the quality of relationships with students and family were key influences on study participants. They also expressed how gender and university policies affected their experiences. Findings are linked to previous research and current engineering education initiatives and directions. The findings are discussed in relation to how feminism as a social movement has and will continue to shape the university. Study participants exhibited a tendency to work for the inclusion of more women in engineering, push for institutional change in their academic community, and question the basic assumptions shaping their universities. Their reaction to participating in this study suggests that this type of research can serve as a means for empowerment of study participants, demystification of their careers, and a potential source for sparking further action.Ph.D.EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/105046/1/9624760.pdfDescription of 9624760.pdf : Restricted to UM users only

Journal of Research in Science Teaching, 2002

... Thus, we see the reform in science education (with its focus on child-centered, inquiry-orien... more ... Thus, we see the reform in science education (with its focus on child-centered, inquiry-oriented classrooms and self-motivation) largely ... to enter the science classroom, and disrupted the hegemonic practice of the students' prior classroom and science genres (Hildebrand, 1998 ...

Journal of Research in Science Teaching, 2009

... instruction, inequitable access to resources, differentiated expectations, and several other ... more ... instruction, inequitable access to resources, differentiated expectations, and several other policies, outcomes, and practices (Perry & Delpit ... Furthermore, urban schools remain understaffed (Ponessa, 1996; Rodriguez, 2001; Tate, 2001) as teachers choose to work in suburban ...

The Consortium on Chicago School Research aims to conduct research of high technical quality that... more The Consortium on Chicago School Research aims to conduct research of high technical quality that can inform and assess policy and practice in the Chicago Public Schools. By broadly engaging local leadership in our work, and presenting our findings to diverse audiences, we seek to expand communication among researchers, policy makers, and practitioners. The Consortium encourages the use of research in policy action, but does not argue for particular policies or programs. Rather, we believe that good policy is most likely to result from a genuine competition of ideas informed by the best evidence that can be obtained.

The findings and conclusions contained in this report do not necessarily reflect the views of the... more The findings and conclusions contained in this report do not necessarily reflect the views of the Chicago Annenberg Challenge or the Consortium on Chicago School Research and members of its Steering Committee.

Consortium on Chicago School Research, Jul 1, 2006

romoting Instructional Improvement: A Strategic Human Resource Management Perspective is the last... more romoting Instructional Improvement: A Strategic Human Resource Management Perspective is the last report in the Consortium's multi-year series on the Chicago Annenberg Research Project (see p. 25 for additional information on the project). This report argues that instructional improvement, which goes handin-hand with efforts at education reform, can be promoted through the strategic use of human resource management (HRM) practices at the school, district, and state levels. The authors present information from the organizational and management literatures on how firms in several fields have made use of various HRM practices to achieve organizational goals. Considering instructional improvement as a primary goal of schools, districts, and states, the authors then consider how strategic HRM practices might be used to achieve this goal. The model for instructional improvement is the adoption of a set of practices known as intellectually ambitious instruction, which has been the focus of much study in recent years. Intellectually ambitious instruction is an instructional model that encourages in-depth knowledge of subject matter, higher-order thinking skills, the construction of new knowledge and understanding, and the application of knowledge to real-world situations. A growing body of research shows that intellectually ambitious instruction is linked with improved academic performance, increased engagement with learning, higher-quality intellectual work, and better performance on standardized achievement tests for students and schools of varying backgrounds. Using vignettes from three elementary schools in the Chicago Annenberg Research Project, the authors then examine how the schools' strategic use of HRM practices affected their ability to change teaching practices. The authors conclude by reviewing how strategic HRM practices might be implemented in educational settings.

This study examined whether the Chicago Annenberg Challenge promoted improvement in schools it su... more This study examined whether the Chicago Annenberg Challenge promoted improvement in schools it supported and in student achievement and other outcomes; factors that might explain improvement or lack thereof among Annenberg schools; and what could be learned from the Challenge's experiences. It highlighted the period between 1996-1997 through 2000-2001. Results suggest that among the schools it supported, the Challenge had little impact on school improvement and student outcomes, with no statistically significant differences between Annenberg and non-Annenberg schools in rates of achievement gain, classroom behavior, student self-efficacy, and social competence. The study also examined trends in school improvement among a small group of "Breakthrough Schools," which received special financial and professional support from the Challenge between 1990-2001, a time during which the Challenge began withdrawing funds from the other Annenberg schools. Overall, Breakthrough schools began to develop in ways that distinguished them from other Annenberg schools and sustained or strengthened aspects of teacher professional community, school leadership, and relational trust while other Annenberg schools did not. Factors distinguishing strong and weak schools included cultivation of strong, distributive leadership and use of an array of complementary, reinforcing strategies. Appendixes contain research methodology and results. (Contains 59 figures, 27 tables, and 131 endnotes.)

This report documents development of Chicago Annenberg elementary schools from 1996-99 (the first... more This report documents development of Chicago Annenberg elementary schools from 1996-99 (the first 3 years of the Chicago Challenge), noting gains in student academic and non-academic outcomes and examining how the schools that developed got better. The Chicago Annenberg Challenge worked to improve Chicago's public schools through dramatically improved classroom practice and strengthened community relationships. Longitudinal field research and analyses of survey data indicate that Annenberg schools developed in a number of small but significant ways. They became stronger in several areas of school leadership and teacher professional community and some aspects of parent and community support and social trust. Results indicated students perceived that their teachers give them individual attention and are concerned about them. There is also.evidence that teachers' use of interactive teaching methods in reading increased. Most of the development is reflected in general patterns of development citywide. Student achievement and social-psychological outcomes in Annenberg schools mirrored student outcomes across the system. Students' academic achievement improved, but student engagement and classroom behavior declined. Tables, research methodology, and survey details are appended. (Contains 80 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

In an effort to understand how higher education institutions can retain women faculty members, th... more In an effort to understand how higher education institutions can retain women faculty members, this study examined the attitudes of eight tenured women faculty who chose to leave one research university. Some went to other tenured academic positions, others to research agencies. Interviews included open-ended questions as well as focused probes concerning key factors. In addition, the study examined data from the Carnegie 1989 national college faculty survey analyzing the responses of 367 women and 1,749 men who held full-time tenured positions. Findings revealed that there were aspects of the environment at the university that made the women interviewed choose to leave. They described experiences and incidences where their career opportunities were blocked, where others treated them with disrespect, where they had too little personal or financial support, where salary was inequitable, where the university did not help with dual career issues, and where personal and institutional goals were mismatched. A significant number of these negative experiences were related to gender.'llesults from the analysis of the national survey supported the finding that aspects of the faculty work environment are important factors in decisions to leave an institution. (Contains 31 references.) (JB)

Consortium on Chicago School Research, Mar 1, 2004

The findings and conclusions contained in this report do not necessarily reflect the views of the... more The findings and conclusions contained in this report do not necessarily reflect the views of the Chicago Annenberg Challenge or the Consortium on Chicago School Research and members of its Steering Committee.

IVhis document has been reproduced as received from the person or organization originating it. El... more IVhis document has been reproduced as received from the person or organization originating it. El Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

Journal of Women and Minorities in Science and Engineering, 1994

The Journal of Higher Education, 1999

Re-Engineering Female Friendly Science by Alice J. Dan , Stacy A. Wenzel by Sue V. Rosser. New Yo... more Re-Engineering Female Friendly Science by Alice J. Dan , Stacy A. Wenzel by Sue V. Rosser. New York: Teachers College Press, 1997. 141+ pp. 56.00(56.00 (56.00(25.95) REVIEWED BY ALICE J. DAN, University of Illinois at Chicago STACY A. WENZEL, University of C.

… on Chicago School …, 2002

... A Technical Process Manual August 2002 Stacy Wenzel Jenny Nagaoka Loretta Morris Sabrina Bill... more ... A Technical Process Manual August 2002 Stacy Wenzel Jenny Nagaoka Loretta Morris Sabrina Billings Carol Fendt ... Written by Staff of the Chicago Annenberg Research Project: Sabrina Billings, Carol Fendt, Loretta Morris, Jenny Nagaoka and Stacy Wenzel. ...

Women in Engineering ProActive Network, Oct 31, 2006

# The opinions of this paper are not those of the U.S. Public Health Service’s Office on Women’s ... more # The opinions of this paper are not those of the U.S. Public Health Service’s Office on Women’s Health or the U.S. Department of Health and Human Services. Although the Federal government commissioned this paper, it is not intended as a statement of Federal guidelines or policy. Abstract Improvement of health care for women will benefit from increased numbers of women in leadership roles within the health care field who have the power to change the current system. Desired changes include expanding the predominant medically-oriented focus on diagnosis and treatment to a more holistic and humanistic health care orientation, including an emphasis on primary prevention and health promotion. Another desired change is an increase in sensitivity to the health care needs of women and the situational contexts that influence the ability of women to lead healthy and productive lives. Promising opportunities for women in leadership roles are predicted in the future. Resolving the challenges facing society requires the leadership skills and perspectives of women. But the current reality for women in the health care field shows disproportionately few women in key leadership roles compared to the numbers of women who have entered the health professions. The organizational structures in which health care professionals practice are, by and

Science Education, 2005

We use identity as a multidimensional lens to explore ways in which beginning teachers saw themse... more We use identity as a multidimensional lens to explore ways in which beginning teachers saw themselves as scientists and as science teachers during and after 10-week summer apprenticeships at a science lab. Data included four interviews with each teacher, three during the apprenticeship and one after the first year of teaching. Two themes emerged that were used to organize the findings: (a) science as a practice and (b) science as a community of practice. Teachers came to appreciate certain science practices, speech acts, and tools. As scientists, they noticed and engaged in the nonlinearity, messiness, risk taking, evolution over time, and complexity of science (their own and others'), and in both levels of scientific activity, theory and data, and their interplay. Their scientist identity also came to incorporate the delicate dynamics of collaboration, autonomy, and mentoring within a community. However, for several reasons the teachers raised, such practices became elements of their science teacher identities to differing degrees. What they experienced as science teachers was a sense of conflict. At times this conflict took the form of ambivalence,

Women rarely serve as engineering faculty members at U.S. universities and we know little about t... more Women rarely serve as engineering faculty members at U.S. universities and we know little about those who do. To explore the views of women engineering faculty, multiple in-depth interviews were conducted with eight women who held tenured or tenure-track faculty positions in engineering at Research or Doctoral universities. Transcribed interviews were analyzed in an inductive qualitative fashion to highlight the study participants' definitions of success and the influences on their careers. Success was found to be a multi-faceted concept that included the rewards of tenure and promotion, the satisfaction of daily academic tasks, and an appropriate balance of work with family/personal time. The nature of hiring and tenure processes, supportiveness of academic departments, and the quality of relationships with students and family were key influences on study participants. They also expressed how gender and university policies affected their experiences. Findings are linked to previous research and current engineering education initiatives and directions. The findings are discussed in relation to how feminism as a social movement has and will continue to shape the university. Study participants exhibited a tendency to work for the inclusion of more women in engineering, push for institutional change in their academic community, and question the basic assumptions shaping their universities. Their reaction to participating in this study suggests that this type of research can serve as a means for empowerment of study participants, demystification of their careers, and a potential source for sparking further action.Ph.D.EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/105046/1/9624760.pdfDescription of 9624760.pdf : Restricted to UM users only

Journal of Research in Science Teaching, 2002

... Thus, we see the reform in science education (with its focus on child-centered, inquiry-orien... more ... Thus, we see the reform in science education (with its focus on child-centered, inquiry-oriented classrooms and self-motivation) largely ... to enter the science classroom, and disrupted the hegemonic practice of the students' prior classroom and science genres (Hildebrand, 1998 ...

Journal of Research in Science Teaching, 2009

... instruction, inequitable access to resources, differentiated expectations, and several other ... more ... instruction, inequitable access to resources, differentiated expectations, and several other policies, outcomes, and practices (Perry & Delpit ... Furthermore, urban schools remain understaffed (Ponessa, 1996; Rodriguez, 2001; Tate, 2001) as teachers choose to work in suburban ...

The Consortium on Chicago School Research aims to conduct research of high technical quality that... more The Consortium on Chicago School Research aims to conduct research of high technical quality that can inform and assess policy and practice in the Chicago Public Schools. By broadly engaging local leadership in our work, and presenting our findings to diverse audiences, we seek to expand communication among researchers, policy makers, and practitioners. The Consortium encourages the use of research in policy action, but does not argue for particular policies or programs. Rather, we believe that good policy is most likely to result from a genuine competition of ideas informed by the best evidence that can be obtained.

The findings and conclusions contained in this report do not necessarily reflect the views of the... more The findings and conclusions contained in this report do not necessarily reflect the views of the Chicago Annenberg Challenge or the Consortium on Chicago School Research and members of its Steering Committee.

Consortium on Chicago School Research, Jul 1, 2006

romoting Instructional Improvement: A Strategic Human Resource Management Perspective is the last... more romoting Instructional Improvement: A Strategic Human Resource Management Perspective is the last report in the Consortium's multi-year series on the Chicago Annenberg Research Project (see p. 25 for additional information on the project). This report argues that instructional improvement, which goes handin-hand with efforts at education reform, can be promoted through the strategic use of human resource management (HRM) practices at the school, district, and state levels. The authors present information from the organizational and management literatures on how firms in several fields have made use of various HRM practices to achieve organizational goals. Considering instructional improvement as a primary goal of schools, districts, and states, the authors then consider how strategic HRM practices might be used to achieve this goal. The model for instructional improvement is the adoption of a set of practices known as intellectually ambitious instruction, which has been the focus of much study in recent years. Intellectually ambitious instruction is an instructional model that encourages in-depth knowledge of subject matter, higher-order thinking skills, the construction of new knowledge and understanding, and the application of knowledge to real-world situations. A growing body of research shows that intellectually ambitious instruction is linked with improved academic performance, increased engagement with learning, higher-quality intellectual work, and better performance on standardized achievement tests for students and schools of varying backgrounds. Using vignettes from three elementary schools in the Chicago Annenberg Research Project, the authors then examine how the schools' strategic use of HRM practices affected their ability to change teaching practices. The authors conclude by reviewing how strategic HRM practices might be implemented in educational settings.

This study examined whether the Chicago Annenberg Challenge promoted improvement in schools it su... more This study examined whether the Chicago Annenberg Challenge promoted improvement in schools it supported and in student achievement and other outcomes; factors that might explain improvement or lack thereof among Annenberg schools; and what could be learned from the Challenge's experiences. It highlighted the period between 1996-1997 through 2000-2001. Results suggest that among the schools it supported, the Challenge had little impact on school improvement and student outcomes, with no statistically significant differences between Annenberg and non-Annenberg schools in rates of achievement gain, classroom behavior, student self-efficacy, and social competence. The study also examined trends in school improvement among a small group of "Breakthrough Schools," which received special financial and professional support from the Challenge between 1990-2001, a time during which the Challenge began withdrawing funds from the other Annenberg schools. Overall, Breakthrough schools began to develop in ways that distinguished them from other Annenberg schools and sustained or strengthened aspects of teacher professional community, school leadership, and relational trust while other Annenberg schools did not. Factors distinguishing strong and weak schools included cultivation of strong, distributive leadership and use of an array of complementary, reinforcing strategies. Appendixes contain research methodology and results. (Contains 59 figures, 27 tables, and 131 endnotes.)

This report documents development of Chicago Annenberg elementary schools from 1996-99 (the first... more This report documents development of Chicago Annenberg elementary schools from 1996-99 (the first 3 years of the Chicago Challenge), noting gains in student academic and non-academic outcomes and examining how the schools that developed got better. The Chicago Annenberg Challenge worked to improve Chicago's public schools through dramatically improved classroom practice and strengthened community relationships. Longitudinal field research and analyses of survey data indicate that Annenberg schools developed in a number of small but significant ways. They became stronger in several areas of school leadership and teacher professional community and some aspects of parent and community support and social trust. Results indicated students perceived that their teachers give them individual attention and are concerned about them. There is also.evidence that teachers' use of interactive teaching methods in reading increased. Most of the development is reflected in general patterns of development citywide. Student achievement and social-psychological outcomes in Annenberg schools mirrored student outcomes across the system. Students' academic achievement improved, but student engagement and classroom behavior declined. Tables, research methodology, and survey details are appended. (Contains 80 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

In an effort to understand how higher education institutions can retain women faculty members, th... more In an effort to understand how higher education institutions can retain women faculty members, this study examined the attitudes of eight tenured women faculty who chose to leave one research university. Some went to other tenured academic positions, others to research agencies. Interviews included open-ended questions as well as focused probes concerning key factors. In addition, the study examined data from the Carnegie 1989 national college faculty survey analyzing the responses of 367 women and 1,749 men who held full-time tenured positions. Findings revealed that there were aspects of the environment at the university that made the women interviewed choose to leave. They described experiences and incidences where their career opportunities were blocked, where others treated them with disrespect, where they had too little personal or financial support, where salary was inequitable, where the university did not help with dual career issues, and where personal and institutional goals were mismatched. A significant number of these negative experiences were related to gender.'llesults from the analysis of the national survey supported the finding that aspects of the faculty work environment are important factors in decisions to leave an institution. (Contains 31 references.) (JB)

Consortium on Chicago School Research, Mar 1, 2004

The findings and conclusions contained in this report do not necessarily reflect the views of the... more The findings and conclusions contained in this report do not necessarily reflect the views of the Chicago Annenberg Challenge or the Consortium on Chicago School Research and members of its Steering Committee.

IVhis document has been reproduced as received from the person or organization originating it. El... more IVhis document has been reproduced as received from the person or organization originating it. El Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

Journal of Women and Minorities in Science and Engineering, 1994

The Journal of Higher Education, 1999

Re-Engineering Female Friendly Science by Alice J. Dan , Stacy A. Wenzel by Sue V. Rosser. New Yo... more Re-Engineering Female Friendly Science by Alice J. Dan , Stacy A. Wenzel by Sue V. Rosser. New York: Teachers College Press, 1997. 141+ pp. 56.00(56.00 (56.00(25.95) REVIEWED BY ALICE J. DAN, University of Illinois at Chicago STACY A. WENZEL, University of C.

… on Chicago School …, 2002

... A Technical Process Manual August 2002 Stacy Wenzel Jenny Nagaoka Loretta Morris Sabrina Bill... more ... A Technical Process Manual August 2002 Stacy Wenzel Jenny Nagaoka Loretta Morris Sabrina Billings Carol Fendt ... Written by Staff of the Chicago Annenberg Research Project: Sabrina Billings, Carol Fendt, Loretta Morris, Jenny Nagaoka and Stacy Wenzel. ...

Recent policy changes including Every Student Succeeds Act (ESSA) and the Next Generation Science... more Recent policy changes including Every Student Succeeds Act (ESSA) and the Next Generation Science Standards (NGSS) are changing the landscape for science teachers. It is therefore critically important to further refine the supports that teachers need in order to navigate these changes. Based on evaluations of a three-year professional development program in a large urban district, we use Desimone’s conceptual framework model (2009) for studying professional development, and suggest refinements that parse out elements of teachers’ internal and external environments in order to understand which of these elements are related to student learning. We have found that teachers’ perceptions of fewer barriers to instruction in their school is a significant predictor of student engagement with inquiry-based science instruction, and that teachers’ attitudes about NGSS are a marginally significant predictor of student engagement with inquiry-based science instruction. This suggests that professional development that addresses these barriers to instruction may yield better outcomes for students of teachers in professional development programs.

Recent policy changes including Every Student Succeeds Act (ESSA) and the Next Generation Science... more Recent policy changes including Every Student Succeeds Act (ESSA) and the Next Generation Science Standards (NGSS) are changing the landscape for science teachers. It is therefore critically important to further refine the supports that teachers need in order to navigate these changes. Based on evaluations of a three-year professional development program in a large urban district, we use Desimone’s conceptual framework model (2009) for studying professional development, and suggest refinements that parse out elements of teachers’ internal and external environments in order to understand which of these elements are related to student learning. We have found that teachers’ perceptions of fewer barriers to instruction in their school is a significant predictor of student engagement with inquiry-based science instruction, and that teachers’ attitudes about NGSS are a marginally significant predictor of student engagement with inquiry-based science instruction. This suggests that professional development that addresses these barriers to instruction may yield better outcomes for students of teachers in professional development programs.