Evaluation

This page includes research papers, evaluation reports, and presentations that explore key outcomes related to Charlotte Teachers Institute’s seminars and programs for teachers and professors.

♦ Jaden Schutt conducted an analysis of transcribed semi-structured interviews with CTI Fellows (CMS teachers) to how seminar features related to teacher confidence gains post-program and implications for PK-12 student impact, particularly around curricula focused on racial equity.  

  • Racial Equity in Seminars and Curriculum:  Teacher Interviews Six Months After Professional Development Seminars (July 2021).  Poster.  

♦ Faith Frayman, Brenda Morales Flores, and Zoe Ziegler of the Levine Scholars program at UNC Charlotte analyzed interview data by developing codes, categories, and themes with the goal of identifying an emergent theory of professional development in CTI teachers.  

  • Reflections on Professional Development: Interviews from Professors, Teachers, and Staff (April 2021).  Poster.  

♦  Matt Lower conducted an exploratory research project in partnership with Spiracle Media to explore CTI’s mission, goals, and values as part of a larger video production project.  

  • The Art of Pre-Production:  Turning Data into a Story (October 2020).  Poster.  

♦  Marika Samuelsson analyzed interviews of a professor, teachers, and university students in both CTI seminars and university undergraduate courses.  

  • Describing the Experiences of a Professor Teaching within Two Learning Contexts:  A 12-Month Qualitative Study of Undergraduate Students and PK-12 Classroom Teachers (August 2020).  Poster and Abstract. 

♦  Rosibel Reyes conducted a multi-case study with four English as a Second Language teachers.

  • Examining English as a Second Language (ESL) Teachers’ Curriculum:  Engaging Students through Charlotte Teachers Institute’s Seminars (August 2019).  Poster.

♦  Nancy Ceja completed a product evaluation of CTI’s 2018 SRET program.

  • Research Experience for Teachers:  How Hands-On Research and Student Mentoring Impacts Teachers’ Self-Efficacy Beliefs (August 2018).  Abstract and Poster.

♦  Geraldine Abinader conducted a case study on CTI’s goal to “retain highly qualified teachers.”  

  • Student Learning + Retention = Teacher Growth:  A Product Evaluation Case Study among CTI Fellows (August 2017).  Abstract and Poster.

♦  Hao Djur conducted a case study on CTI’s goal to “implement engaging curriculum.”  

  • Analyzing Curriculum Unit Implementation:  A Product Evaluation of Charlotte Teachers Institute (August 2017).  Abstract  and Poster.

♦  Anthony Ellis examined questionnaire data on engagement, retention, and program usefulness:

  • Assessing the Effectiveness of Teacher Professional Development throughout Charlotte Teachers Institute (April 2017).  Abstract and Full research paper.
  • Product Evaluation: Charlotte Teachers Institute (August 2016).  Presentation.
  • Product Evaluation of Charlotte Teachers Institute:  Exploring Empowerment, Usefulness, and Retention (August 2016).  Executive summary.
  • Product Evaluation of Charlotte Teachers Institute:  Exploring Program Outcomes (July 2016).  Poster presentation.

♦  Kenia Rios’ work studied teachers, professors and graduate students as part of CTI’s SRET:

  • CTI Summer Research Experience for Teachers (August 2016).  Executive summary.
  • Science Research Experience for Teachers Laboratory Observation Protocol (August 2016).  Final Report.
  • CTI Summer Research Experience for Teachers:  Connecting K-12 Teaching and the Study of Nanoscale Science (July 2016).  Poster presentation.

♦  Curriculum Unit Usage Survey.  This tool is administered six months following curriculum unit completion to ask questions about implementation and impact on students.