1. PEL – Promoting Educational Leadership in Climate Science Bob Bleicher Julie Lambert Steve Getty Bill Dabbs Carol Fujita Nathan Inouye Bill Patzert Brian Soden Dan Zalles Kathy Comfort CSU Channel Islands Florida Atlantic U BSCS Oxnard Union High School District JPL U of Miami SRI WestEd PEL Powered by

3. PEL Priorities (Goals) Nurture critical thinking skills; Develop climate science literacy; Increase student interest in science and STEM careers; Energize the achievement opportunity in science for Hispanic students; Establish an authentic science discourse in everyday classroom instruction; Build teacher leadership capacity at their schools.

4. Outputs (Activities) PEL leverages three NICE projects with a high school district, providing teacher professional development, student learning opportunities, and interaction with NASA scientists. The teachers interact with scientists and NICE resource developers in a 5-day Summer Institute. They then practice what they learned in a 2 - day Summer Camp with high school students Conduct NASA-enriched lessons with their classes during the regular school year. For student learning, the focus is on scientific argumentation using authentic NASA data.

5. Theoretical Framework The expectancy-value theory of achievement motivation (E-V-C) (Flake, 2011; Wigfield & Eccles, 1994) provides a theoretical framework for the research. Expectancy (E): degree to which a student has feels they will be successful in school; Value (V) indicates students’ sense that school is worthwhile; Cost (C) is the perceived sacrifices or factors that can inhibit, a successful performance at school. The E-V-C measures give insight into student achievement (A) and interest (I) in science (Hulleman & Harackiewicz, 2009), with direct relationship to continuing STEM study and careers. Research methodology (Huberman & Miles, 2002): three functions: 1) Reduce the data to a subset of information (categories); 2) Display (matrices, maps, summaries) this information in a manner that facilitates group discussion and notation of consensus upon emerging patterns; 3) Draw and verify conclusions. The multiple sources of qualitative and quantitative data allow for triangulation of findings, which helps establish a measure of validity and trustworthiness to final findings and project evaluation (Bleicher, 2012).

6. Research Questions Data Sources (E-V-C, A Theory) Student Outcomes Is there evidence that students are more climate science (CS) literate after PEL participation? -Climate science survey (E) -Student presentations (V, C, A) Are there gains in science achievement scores among students in participating teachers’ classes? -District benchmark and teacher classroom assessments (A) -CS Knowledge Instrument (A) Does participating in PEL increase the likelihood that students will enroll in college STEM programs? -University enrollment data (V, C) -Student survey (E, V) How does PEL affect students’ CS knowledge and ability to communicate sound arguments? -CS Knowledge Instrument (E, A) -Student work samples (V, A) -Videotaping student debates (V, A) Teacher Outcomes Are teachers better prepared to teach CS ? -CS Knowledge Instrument (A) -Teacher reflection journals (E, V, C) Are there changes in teachers’ self efficacy? - Efficacy Belief Instrument (E, V) -Teacher survey, journals (E, V, C) -Teacher focus group (E, V, C) Does PEL support collaborative teaching? -Teacher surveys (E, V, C) -Teacher focus group (E, V, C) Curriculum Resources Outcomes What are strengths and weaknesses in each of the 3 specific resources (Teacher’s perspective)? -Interviews (E, V, C) -Videotaping PLC meetings (E, V, C) -Teacher surveys (E, V, C) What are specific resource features that contribute to learning (Student’s perspective)? - Classroom observations (V, C, A) -Interviews (E, V, C) Program Outcomes How successful is the PEL partnership? -Lead and partner agency staff interviews; observations at meetings Research QuestionsData Sources (E-V-C, A Theory) Student Outcomes Is there evidence that students are more climate science (CS) literate after PEL participation? - Climate science survey (E) - Student presentations (V, C, A) Are there gains in science achievement scores among students in participating teachers’ classes? - District benchmark and teacher classroom assessments (A) - CS Knowledge Instrument (A) Does participating in PEL increase the likelihood that students will enroll in college STEM programs? - University enrollment data (V, C) - Student survey (E, V) How does PEL affect students’ CS knowledge and ability to communicate sound arguments? - CS Knowledge Instrument (E, A) - Student work samples (V, A) - Videotaping student debates (V, A) Teacher Outcomes Are teachers better prepared to teach CS ? - CS Knowledge Instrument (A) - Teacher reflection journals (E, V, C) Are there changes in teachers’ self-efficacy? - Efficacy Belief Instrument (E, V) - Teacher survey, journals (E, V, C) - Teacher focus group (E, V, C) Does PEL support collaborative teaching? - Teacher surveys (E, V, C) - Teacher focus group (E, V, C) Curriculum Resources Outcomes What are strengths and weaknesses in each of the 3 specific resources (Teacher’s perspective)? - Interviews (E, V, C) - Videotaping PLC meetings (E, V, C) - Teacher surveys (E, V, C) What are specific resource features that contribute to learning (Student’s perspective)? - Classroom observations (V, C, A) - Interviews (E, V, C) Program Outcomes How successful is the PEL partnership? - Lead and partner agency staff interviews; observations at meetings

7. Julie Lambert, FAU

8. Dan Zalles, SRI

9. Fossil C Before 1850 Modern (2005-2009) ocean atmosphere land ocean atmosphere Fossil C land Carbon Connections Steve Getty, BSCS

10. Summer Institute & Camp 2012 I was a fence-sitter on all this climate change, but the data has convinced me. Being able to try out new techniques with actual students during the camp was a winner. How you imagine it will go and how it will actually go are often two different things! Interacting with real scientists was a highlight. I feel empowered with all this info. Mean Overall Rating SI = 10; Camp = 9 (out of 10)

11. Brian Soden with a worried volunteer Bill Patzert – Global warming is the real deal

14. Bob Bleicher bob.bleicher@csuci.edu CSU Channel Islandsbob.bleicher@csuci.edu