![]() During Summer 2019, the tool was administered to 55 participants in two programs at the beginning of the Summer and the post survey is currently being administered. Minor modifications were made to the instrument which has been re-administered to 120 participants in four programs at the beginning of Summer 2018 and to 115 participants in four programs at the end of Summer 2018. The results from this pilot administration were analyzed at a CARET Meeting held in San Diego California in January 2018. This shared assessment instrument was administered to 130 participants in four programs at the beginning of Summer 2017 to 190 participants in six programs at the end of Summer 2017. ![]() Shared Assessment Instrumentĭuring academic year 2016-17, the collaborative developed a pilot assessment instrument that could be administered across teacher researcher programs. Through the efforts of this RAC, we have created several products to propel the work: a Theory of Change diagram, an accompanying Theory of Change description, a logic model, the coding guide that governed our literature review, the common assessment framework that built our shared assessment instrument, and a manuscript under review. In total, these institutions support eight teacher research experience programs for preservice and in-service teachers. CARET is a collaborative of 21 individuals representing 14 institutions with interest an investment in teacher researcher programs. The Collaborative Around Research Experiences for Teachers (CARET) promotes cross-institutional collaboration involving research and assessment into commonalities, differences, and impacts of teacher-researcher programs, and contributes to the body of knowledge around research experiences for undergraduates. CBE-Life Sciences Education, 18(4), ar65. Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K–12 instructional practices, and 4) measurement of impact on K–12 instructional practices. The field of biology was the predominant scientific disciplinary focus. This paper provides a comprehensive review of 307 papers published between 20 that include course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs) programs, with a special focus on research experiences for K–12 teachers. John Keller, California State University System Bruce Johnson, University of Arizona Jordan Gerton, the University of Utah and Elisa Stone, University of California, Berkeley AnnouncementsĬARET has a newly published review article on research experiences. Reuse: If you wish to use this item outside this site in ways that exceed fair use (see ) you must seek permission from its creator. ![]() Provenance: Laleh Cote of UC Berkeley took the photo and authorized us to use it on this website.
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