marcelle siegel | University of Missouri Columbia (original) (raw)

Papers by marcelle siegel

Preservice teachers in an Educational Psychology course wrote cases about their field placements ... more Preservice teachers in an Educational Psychology course wrote cases about their field placements and analyzed the cases using perspectives from the learning sciences. The course helped student teachers use the learning sciences to enhance instruction. It engaged them in collaborative problem solving which required them to use theory as a tool for addressing real instructional problems. Student teachers worked in problem-based learning groups to: study cases of actual instruction and redesign instruction to enhance learning; formulate hypotheses about cases to prompt investigation into the content of the learning sciences; use a Secondary Teacher Education Project Web site to guide investigations into relevant learning sciences theories; develop instructional solutions based on their research; and develop analyses of cases from their field experiences. Results indicated that .the student teachers tended to use a level 2 situation model for interpreting instruction that they observed or led, meaning that they recognized the importance of student thinking as opposed to only their own explanations and lectures. However, they did not discuss further teacherstudent interactions, such as challenging students' conceptions. Results indicated that student teachers were not fully prepared to interact with Students and challenge their ideas after the preservice course.'(Contains 15 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

International Journal of Science and Mathematics Education, Jan 28, 2021

This study presents a glimpse into the private classrooms of biology instructors and the way they... more This study presents a glimpse into the private classrooms of biology instructors and the way they practice formative assessments within a college context. Drawing on the personal practice assessment theory model from Box, Skoog and Dabbs (2015), we carried out a multiple case study to investigate two biology instructors’ theories in enacting formative assessment practices. Data collected included classroom observations, instructor interviews, course artifacts, and student focus groups. Qualitative data analysis revealed that each instructor’s core personal practical assessment theories affected implementation of formative assessment. Tasha’s core assessment theories led her to believe that assessment should be a carefully planned motivational and learning opportunity for students. Meanwhile, Jack viewed assessment as a diverse and stress-free student learning experiment. Cross-case analysis revealed that the teachers’ reasoning and decision-making differences were based on the interaction of their personal practical assessment theories and contextual elements. Overall, this study provides insights into the practice of formative assessment in higher education and identifies some challenges and opportunities such assessment presents.

The Science Teacher, Oct 1, 2005

Journal of Science Teacher Education, Apr 30, 2014

ABSTRACT This study illustrated a pathway of growth that a preservice teacher might traverse when... more ABSTRACT This study illustrated a pathway of growth that a preservice teacher might traverse when learning to use and develop equitable assessments (EA). The study is rare in that it looks at the development of preservice teachers’ understanding and ability to design EA. I examined the understanding and implementation of EA of 23 secondary preservice teachers within two classes. The methods classes focused on the academic content area of science. Participants’ journals, teaching philosophies, and inquiry-based science units served as data sources. Participants progressed from a simple view of EA as “fairness” to a more sophisticated view of EA, including: ways to increase fairness, the importance of challenging students, and using assessments for learning. Results also showed changes in preservice teachers’ views of learners and the purpose of assessment. While understanding developed robustly, teachers’ assessment plans in their units were not as strong. Teacher education programs need to place more emphasis on developing critical understanding of EA practices to meet the needs of diverse learners.

Psychology Press eBooks, Dec 22, 2020

Journal of Science Teacher Education, Jul 19, 2012

Using a framework of assessment literacy that included teachers' view of learning, knowledge of a... more Using a framework of assessment literacy that included teachers' view of learning, knowledge of assessment tools, and knowledge of assessment interpretation and action taking, this study explored the assessment literacy of five experienced middle school teachers. Multiple sources of data were: teachers' predictions about students' ideas, students' written and verbal responses to assessment tasks, teacher background questionnaire, and a videotaped teacher focus group. We investigated middle school teachers' predictions, interpretations, and recommended actions for formative assessment in genetics. Results documented a variety of ways that teachers would elicit students' ideas in genetics, focusing on discussion strategies. Findings showed how well teachers predicted student conceptions compared to actual student conceptions. We also found that teachers mostly described general topics they would use to address students' alternative conceptions. Less often, they explained specific content they would use to challenge ideas or pedagogical strategies for conceptual change. Teachers also discussed barriers to addressing ideas. Teacher professional development should provide more support in helping teachers close the formative assessment cycle by addressing conceptions that are elicited with assessments.

Journal of Science Education and Technology, Jul 14, 2011

Journal of Research in Science Teaching, Sep 23, 2003

This study has two purposes: (a) methodological-to design and test a new instrument able to refle... more This study has two purposes: (a) methodological-to design and test a new instrument able to reflect changes in attitudes toward science over time, and (b) investigative-to find out the effect of two similar curricular treatments on the attitudes of two classes. Items about the relevance of science to students' lives were developed, pilot-tested, and analyzed using Rasch modeling. We then divided reliable items into three equivalent questionnaire forms. The final three forms of the questionnaire were used to assess high school students' attitudes. Over 18 weeks, one class used a core curriculum (Science and Sustainability) to learn science in the context of making decisions about societal issues. A second class used the same core curriculum, but with parts replaced by computer-based activities (Convince Me) designed to enhance the coherence of students' arguments. Using traditional and Rasch modeling techniques, we assessed the degrees to which such instructional activities promoted students' beliefs that science is relevant to them. Both classes tended to agree more, over time, that science is relevant to their lives, and the increases were statistically equivalent between classes. This study suggests that, by using innovative, issue-based activities, it is possible to enhance students' attitudes about the relevance of science.

Science Education, Mar 30, 2019

Student-centered and inquiry-based teaching improve science, technology, engineering, and mathema... more Student-centered and inquiry-based teaching improve science, technology, engineering, and mathematics (STEM) learning at all levels. However, reform efforts have been met with limited success due to complex interactions between structural relics of our education systems and the pre-existing beliefs of STEM instructors. Using the Teacher-Centered Systemic Reform model and the construct of agency, we investigated these interactions through three case studies of new undergraduate science instructors after they completed a graduate introductory course: college science teaching. Data included interviews, in-class observations, surveys, and classroom artifacts. Forming a case narrative, data revealed instructors' beliefs, practices, and the barriers that had to be circumnavigated, overcome, or accommodated by instructors. Results demonstrated how different forms of agency mediated the barriers and outcomes that emerged between the personal and contextual factors associated with college science teaching. This study provides insight for supporting new college instructors, fills a gap in the literature, and enhances theoretical understanding of the importance of agency in systemic reform.

Journal of Research in Science Teaching, 2007

Striving for equitable assessments that can contribute to classroom learning for linguistic minor... more Striving for equitable assessments that can contribute to classroom learning for linguistic minorities is a goal of increasing importance as the national population of English language learners continues to rise. This study investigated classroom assessments for English learners in middle school life science courses in two California schools. A framework for equitable classroom assessments, “McCes—Sounds like Success,” was used to refine and evaluate assessments in the study. Ways to improve two written assessments for advanced English learners were developed through teacher research and tested with a pretest/posttest design. Eleven changes to the items were developed, such as adding visual supports and dividing prompts into smaller units. Regression analyses of raw and Rasch modeled data from the pretest/posttest showed that both English only students and advanced English learners scored significantly better on the modified classroom assessments. A new perspective on validating equitable classroom assessments as opposed to standardized assessments for English learners is discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 864–881, 2007

Springer eBooks, 2011

This chapter considers the theoretical and empirical foundations for assessment literacy, propose... more This chapter considers the theoretical and empirical foundations for assessment literacy, proposes a model for assessment literacy, describes a case of the model in action, and suggests implications of the model for teacher education and research efforts. The model of assessment literacy advanced by the authors is both grounded in their own research, and an extension of two existing theoretical

Instructional Science, Apr 12, 2022

American Biology Teacher, Apr 1, 2015

Project-based learning and action research are powerful pedagogies in improving science education... more Project-based learning and action research are powerful pedagogies in improving science education. We implemented a semester-long course using project-based action research to help students apply biotechnology knowledge learned in the classroom to the real world. Students had several choices to make in the project: working individually or as a team, selecting a topic of interest, and targeting a local community group. To enhance teachers’ abilities to lead students through action projects, we describe the framework, provide class data, and discuss benefits and challenges encountered. This course could serve as a model of how project-based action research can benefit student learning in biotechnology.

Environmental Education Research, Apr 1, 2006

The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Routledge eBooks, Jan 10, 2023

We report research and development work with STEP (Secondary Teacher Education Project) Web, an i... more We report research and development work with STEP (Secondary Teacher Education Project) Web, an innovative and complex web site designed to support learning through facilitated video case discussions in secondary teacher education programs. The goal of instruction with STEP is to help pre-service teachers acquire useful scientific knowledge about cognitive psychology and other learning sciences. STEP Web is currently being used and evaluated in connection with psychological foundations courses taught for teacher education majors at UW-Madison and Rutgers University. We report user preference data on web site design and related instructional formats, and provide evidence that the STEP approach can produce transfer and flexible use of course concepts.

The Science Teacher, 2011

American Biology Teacher, 2020

Instructors at rural, two-year institutions have many insights that can inform biology instructio... more Instructors at rural, two-year institutions have many insights that can inform biology instruction at other colleges to promote rural students' success in the sciences. We present four principles, derived from three case studies of experienced rural instructors, to consider when teaching rural students. These include connecting to students' lives, being attentive to their needs in and out of the classroom, having a rigorous curriculum, and providing expansive learning opportunities. These principles capitalize on the strengths of rural students rather than their shortcomings.

Preservice teachers in an Educational Psychology course wrote cases about their field placements ... more Preservice teachers in an Educational Psychology course wrote cases about their field placements and analyzed the cases using perspectives from the learning sciences. The course helped student teachers use the learning sciences to enhance instruction. It engaged them in collaborative problem solving which required them to use theory as a tool for addressing real instructional problems. Student teachers worked in problem-based learning groups to: study cases of actual instruction and redesign instruction to enhance learning; formulate hypotheses about cases to prompt investigation into the content of the learning sciences; use a Secondary Teacher Education Project Web site to guide investigations into relevant learning sciences theories; develop instructional solutions based on their research; and develop analyses of cases from their field experiences. Results indicated that .the student teachers tended to use a level 2 situation model for interpreting instruction that they observed or led, meaning that they recognized the importance of student thinking as opposed to only their own explanations and lectures. However, they did not discuss further teacherstudent interactions, such as challenging students' conceptions. Results indicated that student teachers were not fully prepared to interact with Students and challenge their ideas after the preservice course.'(Contains 15 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

International Journal of Science and Mathematics Education, Jan 28, 2021

This study presents a glimpse into the private classrooms of biology instructors and the way they... more This study presents a glimpse into the private classrooms of biology instructors and the way they practice formative assessments within a college context. Drawing on the personal practice assessment theory model from Box, Skoog and Dabbs (2015), we carried out a multiple case study to investigate two biology instructors’ theories in enacting formative assessment practices. Data collected included classroom observations, instructor interviews, course artifacts, and student focus groups. Qualitative data analysis revealed that each instructor’s core personal practical assessment theories affected implementation of formative assessment. Tasha’s core assessment theories led her to believe that assessment should be a carefully planned motivational and learning opportunity for students. Meanwhile, Jack viewed assessment as a diverse and stress-free student learning experiment. Cross-case analysis revealed that the teachers’ reasoning and decision-making differences were based on the interaction of their personal practical assessment theories and contextual elements. Overall, this study provides insights into the practice of formative assessment in higher education and identifies some challenges and opportunities such assessment presents.

The Science Teacher, Oct 1, 2005

Journal of Science Teacher Education, Apr 30, 2014

ABSTRACT This study illustrated a pathway of growth that a preservice teacher might traverse when... more ABSTRACT This study illustrated a pathway of growth that a preservice teacher might traverse when learning to use and develop equitable assessments (EA). The study is rare in that it looks at the development of preservice teachers’ understanding and ability to design EA. I examined the understanding and implementation of EA of 23 secondary preservice teachers within two classes. The methods classes focused on the academic content area of science. Participants’ journals, teaching philosophies, and inquiry-based science units served as data sources. Participants progressed from a simple view of EA as “fairness” to a more sophisticated view of EA, including: ways to increase fairness, the importance of challenging students, and using assessments for learning. Results also showed changes in preservice teachers’ views of learners and the purpose of assessment. While understanding developed robustly, teachers’ assessment plans in their units were not as strong. Teacher education programs need to place more emphasis on developing critical understanding of EA practices to meet the needs of diverse learners.

Psychology Press eBooks, Dec 22, 2020

Journal of Science Teacher Education, Jul 19, 2012

Using a framework of assessment literacy that included teachers' view of learning, knowledge of a... more Using a framework of assessment literacy that included teachers' view of learning, knowledge of assessment tools, and knowledge of assessment interpretation and action taking, this study explored the assessment literacy of five experienced middle school teachers. Multiple sources of data were: teachers' predictions about students' ideas, students' written and verbal responses to assessment tasks, teacher background questionnaire, and a videotaped teacher focus group. We investigated middle school teachers' predictions, interpretations, and recommended actions for formative assessment in genetics. Results documented a variety of ways that teachers would elicit students' ideas in genetics, focusing on discussion strategies. Findings showed how well teachers predicted student conceptions compared to actual student conceptions. We also found that teachers mostly described general topics they would use to address students' alternative conceptions. Less often, they explained specific content they would use to challenge ideas or pedagogical strategies for conceptual change. Teachers also discussed barriers to addressing ideas. Teacher professional development should provide more support in helping teachers close the formative assessment cycle by addressing conceptions that are elicited with assessments.

Journal of Science Education and Technology, Jul 14, 2011

Journal of Research in Science Teaching, Sep 23, 2003

This study has two purposes: (a) methodological-to design and test a new instrument able to refle... more This study has two purposes: (a) methodological-to design and test a new instrument able to reflect changes in attitudes toward science over time, and (b) investigative-to find out the effect of two similar curricular treatments on the attitudes of two classes. Items about the relevance of science to students' lives were developed, pilot-tested, and analyzed using Rasch modeling. We then divided reliable items into three equivalent questionnaire forms. The final three forms of the questionnaire were used to assess high school students' attitudes. Over 18 weeks, one class used a core curriculum (Science and Sustainability) to learn science in the context of making decisions about societal issues. A second class used the same core curriculum, but with parts replaced by computer-based activities (Convince Me) designed to enhance the coherence of students' arguments. Using traditional and Rasch modeling techniques, we assessed the degrees to which such instructional activities promoted students' beliefs that science is relevant to them. Both classes tended to agree more, over time, that science is relevant to their lives, and the increases were statistically equivalent between classes. This study suggests that, by using innovative, issue-based activities, it is possible to enhance students' attitudes about the relevance of science.

Science Education, Mar 30, 2019

Student-centered and inquiry-based teaching improve science, technology, engineering, and mathema... more Student-centered and inquiry-based teaching improve science, technology, engineering, and mathematics (STEM) learning at all levels. However, reform efforts have been met with limited success due to complex interactions between structural relics of our education systems and the pre-existing beliefs of STEM instructors. Using the Teacher-Centered Systemic Reform model and the construct of agency, we investigated these interactions through three case studies of new undergraduate science instructors after they completed a graduate introductory course: college science teaching. Data included interviews, in-class observations, surveys, and classroom artifacts. Forming a case narrative, data revealed instructors' beliefs, practices, and the barriers that had to be circumnavigated, overcome, or accommodated by instructors. Results demonstrated how different forms of agency mediated the barriers and outcomes that emerged between the personal and contextual factors associated with college science teaching. This study provides insight for supporting new college instructors, fills a gap in the literature, and enhances theoretical understanding of the importance of agency in systemic reform.

Journal of Research in Science Teaching, 2007

Striving for equitable assessments that can contribute to classroom learning for linguistic minor... more Striving for equitable assessments that can contribute to classroom learning for linguistic minorities is a goal of increasing importance as the national population of English language learners continues to rise. This study investigated classroom assessments for English learners in middle school life science courses in two California schools. A framework for equitable classroom assessments, “McCes—Sounds like Success,” was used to refine and evaluate assessments in the study. Ways to improve two written assessments for advanced English learners were developed through teacher research and tested with a pretest/posttest design. Eleven changes to the items were developed, such as adding visual supports and dividing prompts into smaller units. Regression analyses of raw and Rasch modeled data from the pretest/posttest showed that both English only students and advanced English learners scored significantly better on the modified classroom assessments. A new perspective on validating equitable classroom assessments as opposed to standardized assessments for English learners is discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 864–881, 2007

Springer eBooks, 2011

This chapter considers the theoretical and empirical foundations for assessment literacy, propose... more This chapter considers the theoretical and empirical foundations for assessment literacy, proposes a model for assessment literacy, describes a case of the model in action, and suggests implications of the model for teacher education and research efforts. The model of assessment literacy advanced by the authors is both grounded in their own research, and an extension of two existing theoretical

Instructional Science, Apr 12, 2022

American Biology Teacher, Apr 1, 2015

Project-based learning and action research are powerful pedagogies in improving science education... more Project-based learning and action research are powerful pedagogies in improving science education. We implemented a semester-long course using project-based action research to help students apply biotechnology knowledge learned in the classroom to the real world. Students had several choices to make in the project: working individually or as a team, selecting a topic of interest, and targeting a local community group. To enhance teachers’ abilities to lead students through action projects, we describe the framework, provide class data, and discuss benefits and challenges encountered. This course could serve as a model of how project-based action research can benefit student learning in biotechnology.

Environmental Education Research, Apr 1, 2006

The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Routledge eBooks, Jan 10, 2023

We report research and development work with STEP (Secondary Teacher Education Project) Web, an i... more We report research and development work with STEP (Secondary Teacher Education Project) Web, an innovative and complex web site designed to support learning through facilitated video case discussions in secondary teacher education programs. The goal of instruction with STEP is to help pre-service teachers acquire useful scientific knowledge about cognitive psychology and other learning sciences. STEP Web is currently being used and evaluated in connection with psychological foundations courses taught for teacher education majors at UW-Madison and Rutgers University. We report user preference data on web site design and related instructional formats, and provide evidence that the STEP approach can produce transfer and flexible use of course concepts.

The Science Teacher, 2011

American Biology Teacher, 2020

Instructors at rural, two-year institutions have many insights that can inform biology instructio... more Instructors at rural, two-year institutions have many insights that can inform biology instruction at other colleges to promote rural students' success in the sciences. We present four principles, derived from three case studies of experienced rural instructors, to consider when teaching rural students. These include connecting to students' lives, being attentive to their needs in and out of the classroom, having a rigorous curriculum, and providing expansive learning opportunities. These principles capitalize on the strengths of rural students rather than their shortcomings.

Our study focused on high school teachers and professional developers participating in a communit... more Our study focused on high school teachers and professional developers participating in a community-centered professional development (PD) program focused on classroom assessment. We employed a communities of practice framework to situate the research. The research question asked what role assessment tools played as boundary objects across communities. Two years of data collection included transcripts of collaborative meetings, online records of assessment development and discussion, records from classroom observations, and final assessment products. Data were analyzed by multiple researchers to identify emergent themes. Results demonstrated ways that assessment tools acted as boundary objects to support communication across communities of teacher, student, and professional developer. We described challenges and practices related to assessment tools as boundary objects and demonstrated ways they were re-interpreted. The findings of the study are unique, as they offer examples for setting up shared assessment-related goals and language among teachers and researchers to transform a very difficult practice (assessment!). Our study focused on high school teachers and professional developers, with a secondary focus on students, participating in a community-centered professional development (PD) program. We adopted a communities of practice (Lave & Wenger, 1991; Wenger, 1998) theoretical approach that allowed examination of the practices and challenges experienced by individuals but with an awareness of the sociocultural contexts at the classroom, institutional, and regional levels. The aim of the PD program was to co-design and reflect on assessment tasks and practices to enhance chemistry learning. In particular, the chemistry teachers and the professional developers from a large university hailed from two different activity structures (i.e. high school classrooms and academe), each with different priorities and values (Levine, 2010), and brought unique knowledge to the collaboration.