TERC’s Karen Mutch-Jones, Gilly Puttick Authors on Article in the Journal of Research in Science Teaching
October 15, 2012
FOR IMMEDIATE RELEASE
CAMBRIDGE, MA– Senior Researcher Karen Mutch-Jones and Senior Scientist Gilly Puttick, along with Daphne Minner from Abt Associates, have coauthored a research article published in the October 2012 issue of the Journal of Research in Science Teaching (JRST). The Journal of Research in Science Teaching (JRST) is the official publication of the National Association for Research in Science Teaching, and disseminates reports for science education researchers and practitioners on issues of science teaching and learning and education policy. Mutch-Jones’ and Puttick’s article—appearing on pages 1012-1034—details research findings for an intervention based on an adapted “Lesson Study” professional development approach.
"Lesson Study for Accessible Science: Building Expertise to Improve Practice in Inclusive Science Classrooms" describes the work of Mutch-Jones, Puttick, and Minner on the NSF-funded Lesson Study for Accessible Science (LSAS) project (ESI-0455710). Over the course of the LSAS intervention, the researchers facilitated and studied teams of middle school science and special educators working collaboratively to improve instruction in inclusive classrooms. Teams of teachers were randomly assigned to the LSAS intervention or to a wait-list comparison group. The results of this study suggest that science and special educators in the LSAS intervention were able to generate more accommodations for students with learning disabilities, and they increased their ability to set instructional contexts and adapt instructional plans to meet science learning goals for all students. The LSAS intervention is based on "Lesson Study"—a professional development approach originating in Japan that supports the systematic examination of practice and student understanding.
The current issue of JRST is available online at: http://onlinelibrary.wiley.com. This article can be downloaded by members or individually purchased.
Dr. Karen Mutch-Jones (Ed. D.) is a Senior Researcher and Evaluator at TERC. Her research and development experience focuses on interventions to increase science learning for middle school students with learning disabilities and executive function challenges; evaluation and research methods design; evaluation of science teacher professional development; and curricular/instructional interventions.
Dr. Gillian Puttick (Ph.D.) is a Senior Scientist at TERC. She is co-leader of the Life Sciences Initiative at TERC, and is currently the principal investigator or co-principal investigator of four research and development projects at TERC. Her work focuses on development of curricula, teacher professional development programs, and research on student learning in science.