C. L. WAINWRIGHT College o/Education. Pacific Universitr Forest Grove. OR 97116 wainwric@pacificu.edu L. FLICK Mathematics and Science Education. Oregon State Universi(v Corvallis. OR 97331 flickl@ucs.orst.edu P. MORRELL School ofEducation. Universi(v o/Portland Portland. OR 97203 morrell@up.edu We provide a description and rationale for the development of two instruments: I) a classroom observation protocol; and. 2) a teacher interview protocol---designcd to document the impact of reformbased professional development with undergraduate mathematics and science faculty. and its impact on the resultant preparation of teachers. Constructed upon review of the research on teaching and standards documents in mathematics and science. these instruments form the basis for data collection in a threeyear longitudinal study of teaching practice among early career teachers as well as undergraduate college faculty. In addition, we suggest further applications of the observation protocol beyond the original purpose of our research study. Introduction In I 997, the Oregon Collaborative for Excellence in the Preparation of Teachers (OCEPT) was established with funding from the National Science Foundation. It was designed to improve the preparation of science and mathematics teachers in elementary, middle, and high schools, and to attract a more diverse group of students to the teaching profession.
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