Papers by Lori Rubino-Hare
Journal of Research in Science Teaching
Advances in online geospatial technologies (GST) have expanded access to K‐12 classrooms which ha... more Advances in online geospatial technologies (GST) have expanded access to K‐12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST‐integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST‐focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher work...
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Journal of Research in Science Teaching, 2023
Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which ha... more Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers.
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2019 ASEE Annual Conference & Exposition Proceedings
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GEOCACHE is a collaborative project establishing career and educational pathways from high school... more GEOCACHE is a collaborative project establishing career and educational pathways from high schools through 2-year colleges & universities. Components include interdisciplinary dual enrollment course development integrating GST & project based instruction; sustained professional development & support for college faculty & secondary teachers; & career awareness through internships & industry involvement. We will share our pathway and internal/external evaluation models, research questions, methodology, including ISTE’s Classroom Observation Tool.
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International Journal of Science Education, 2022
The current study examined the effects of a nationally scaled up Professional Learning and Develo... more The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth. These data are often represented visually via maps and explored with geospatial technologies. It also examined the relationships between Geospatial Inquiry Teacher Workshop (GITW) implementation and teacher implementation of the Geospatial Inquiry Cycle. Situated cognition provided a theoretical framework for the design, development, and implementation of the GITWs and lessons. Surveys, technology assessments, lessons, and artifacts were analysed using a-priori coding, descriptive statistics, and a generalised linear modelling approach that included hierarchical analysis. Results indicated teachers implemented Geospatial Inquiry lessons with integrity to the principles of Geospatial Inquiry and utilised research-based pedagogical practices. Format of GITWs (e.g. face-to-face or blended) resulted in differences during teachers’ lesson implementation. In addition, whether GITWs were delivered by an individual facilitator or a team of facilitators impacted teachers’ lessons. The findings have several implications for the design and scaling of PLD.
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International Journal of Science Education, 2022
The current study examined the effects of a nationally scaled up Professional Learning and Develo... more The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth. These data are often represented visually via maps and explored with geospatial technologies. It also examined the relationships between Geospatial Inquiry Teacher Workshop (GITW) implementation and teacher implementation of the Geospatial Inquiry Cycle. Situated cognition provided a theoretical framework for the design, development, and implementation of the GITWs and lessons. Surveys, technology assessments, lessons, and artifacts were analysed using a-priori coding, descriptive statistics, and a generalised linear modelling approach that included hierarchical analysis. Results indicated teachers implemented Geospatial Inquiry lessons with integrity to the principles of Geospatial Inquiry and utilised research-based pedagogical practices. Format of GITWs (e.g. face-to-face or blended) resulted in differences during teachers’ lesson implementation. In addition, whether GITWs were delivered by an individual facilitator or a team of facilitators impacted teachers’ lessons. The findings have several implications for the design and scaling of PLD.
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Afterschool Matters, 2021
Efforts to design high-quality STEM curricula and educator professional development resources hel... more Efforts to design high-quality STEM curricula and educator professional development resources help to
increase opportunities for youth to engage in STEM in OST. However, each OST educator has unique professional needs depending on their program. Therefore, a strong STEM curriculum must include professional learning support for OST educators. This article presents one approach to the design
and development of professional learning resources for OST educators as they implement a high-quality
STEM curriculum.
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The EYE-POD project at Northern Arizona University is an NSF-ITEST-funded professional developmen... more The EYE-POD project at Northern Arizona University is an NSF-ITEST-funded professional development program for secondary science (SS) and career technical education (CTE ) teachers. The program recruited SS -CTE teacher pairs from Arizona and the surrounding region to participate in two-week workshops during Summer, 2010, and an advanced workshop ins Summer, 2011. The workshops are led by a team with distinct expertise in science content, professional development and pedagogy, GIS, and project evaluation. Learning modules and a workshop agenda are developed using the Legacy Cycle of learning. Rather than compartmentalize pedagogical, content, and GIS learning activities, they have been combined throughout the workshop timeline. Early activities focus on learning of climate and weather processes through GIS modules provided by ESRI -“Mapping our World” and “Analyzing our World” . Participants learn the technical aspects of GIS software while investigating real phenomena. The science/...
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Contemporary Issues in Technology and Teacher Education Journal, 2016
This case study described teachers with varying technology skills who were implementing the use o... more This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development. The sample consisted of 10 fifthto ninth-grade teachers. Data sources included artifacts, observations, interviews, and a GST performance assessment and were analyzed using a constant comparative approach. Teachers’ teaching actions, beliefs, context, and technology skills were categorized. Results indicated that all of the teachers had high beliefs, but their context and level of technology skills strongly influenced their teaching actions. Two types of teachers persisting in practices from professional development were identified: innovators and adapters. Persistence of practice and implementation of the integration of GST within PBI must continue after professional development ends, or the sustainability of the positive results expe...
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AbstractThe goal of the two Power of Data (POD) projects was to increase science, technology and ... more AbstractThe goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to encourage teachers to implement the modules. We compared teacher learning, teacher implementation, and student learning from the two different professional development formats to examine how each format supported teachers to implement the modules, and, ultimately, improve student understanding. Teacher surveys, content and technology assessments, classroom observations, student assessments, and student work samples were analyzed for comparison between a two-week summer institute and monthly meetings held throughout the academic year. Teachers and students from both formats showed improvement in all areas assessed, yet there was not a larg...
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The Science Teacher
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International Journal of Science Education
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We have provided two years of professional development for secondary and middle school teachers w... more We have provided two years of professional development for secondary and middle school teachers with a focus on project-based instruction (PBI) using GIS. The EYE-POD project (funded by NSF-ITEST) involved pairs of teachers from Arizona and the surrounding region in two-week institutes during Summer, 2010, and an advanced institute in Summer, 2011. The NAz-POD project (funded by Arizona Department of Education and administered by Science Foundation Arizona) provided similar PD experiences, but the institutes occurred during weekends in the academic year. The institutes were led by a team with expertise in Earth science content, professional development and pedagogy, and GIS. The teachers developed learning modules using the project based learning instructional model. Pedagogy, content, and GIS skills were combined throughout the professional development activities. Academic year follow up by NAU personnel included classroom observations and technical support. For assessing student w...
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An aim of the NSF-ITEST funded POD project is to examine the effect that technology-integrated, p... more An aim of the NSF-ITEST funded POD project is to examine the effect that technology-integrated, problem-based learning modules have on the learning of secondary students whose teachers have participated in a curriculum implementation professional development structure. This research focuses on the professional development structure as the first step to achieving changes in student learning. The assumption is that the teachers themselves have to learn the technology before they can successfully implement it into their classrooms. Teachers attended a 2-week professional development workshop that presented pedagogy, content and GIS training. Our premise for the workshop was that modeling and practicing research-based pedagogical practice will improve participant science instruction through an immersion program focusing on real life problems. The second premise is that improving teacher technology skills and pedagogical knowledge and practice will improve student achievement in science....
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The EYE-POD project at Northern Arizona University is an NSF-ITEST-funded professional developmen... more The EYE-POD project at Northern Arizona University is an NSF-ITEST-funded professional development program for secondary science (SS) and career technical education (CTE) teachers. The program recruited SS-CTE teacher pairs from Arizona and the surrounding region to participate in two-week workshops during Summer, 2010, and an advanced workshop ins Summer, 2011. The workshops are led by a team with distinct expertise in science content, professional development and pedagogy, GIS, and project evaluation. Learning modules and a workshop agenda are developed using the Legacy Cycle of learning. Rather than compartmentalize pedagogical, content, and GIS learning activities, they have been combined throughout the workshop timeline. Early activities focus on learning of climate and weather processes through GIS modules provided by ESRI-``Mapping our World'' and ``Analyzing our World''. Participants learn the technical aspects of GIS software while investigating real phenome...
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The goal of the two Power of Data (POD) projects was to increase science, technology and math ski... more The goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to encourage teachers to implement the modules. We compared teacher learning, teacher implementation, and student learning from the two different professional development formats to examine how each format supported teachers to implement the modules, and, ultimately, improve student understanding. Teacher surveys, content and technology assess- ments, classroom observations, student assessments, and student work samples were analyzed for comparison between a two-week summer institute and monthly meetings held throughout the academic year. Teachers and students from both formats showed improvement in all areas assessed, yet there was not a large effe...
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GEOCACHE is a collaborative project establishing career and educational pathways from high school... more GEOCACHE is a collaborative project establishing career and educational pathways from high schools through 2-year colleges & universities. Components include interdisciplinary dual enrollment course development integrating GST & project based instruction; sustained professional development & support for college faculty & secondary teachers; & career awareness through internships & industry involvement. We will share our pathway and internal/external evaluation models, research questions, methodology, including ISTE’s Classroom Observation Tool.
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Papers by Lori Rubino-Hare
increase opportunities for youth to engage in STEM in OST. However, each OST educator has unique professional needs depending on their program. Therefore, a strong STEM curriculum must include professional learning support for OST educators. This article presents one approach to the design
and development of professional learning resources for OST educators as they implement a high-quality
STEM curriculum.
increase opportunities for youth to engage in STEM in OST. However, each OST educator has unique professional needs depending on their program. Therefore, a strong STEM curriculum must include professional learning support for OST educators. This article presents one approach to the design
and development of professional learning resources for OST educators as they implement a high-quality
STEM curriculum.