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A Study of Teachers Who Implemented Curriculum-Based Field Trips with Classroom Connections Heather K

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A Study of Teachers Who Implemented Curriculum-Based Field Trips with Classroom Connections Heather K University of Connecticut OpenCommons@UConn Doctoral Dissertations University of Connecticut Graduate School 5-3-2013 Influences on Practice: A Study of Teachers Who Implemented Curriculum-Based Field Trips with Classroom Connections Heather K. Harkins University of Connecticut, [email protected] Follow this and additional works at: https://opencommons.uconn.edu/dissertations Recommended Citation Harkins, Heather K., "Influences on Practice: A Study of Teachers Who Implemented Curriculum-Based Field Trips with Classroom Connections" (2013). Doctoral Dissertations. 74. https://opencommons.uconn.edu/dissertations/74 Influences on Practice: A Study of Teachers Who Implemented Curriculum‐Based Field Trips with Classroom Connections Heather K. Harkins, Ph.D. University of Connecticut, 2013 ABSTRACT Field trips are a common strategy used in science education. Researchers have found that student learning on field trips (such as to museums) can occur. Researchers have suggested that a series of curriculum‐connected activities (which occur before, during, and after the trip) make learning more likely. This study establishes the influential factors and experiences on four teachers who implemented curriculum‐based field trips to a science center with explicit connections to ongoing student learning. Kolb’s Experiential Learning Model and Pugh’s Transformational Experiences construct were used to examine the role of prior experiences in shaping these teachers’ educational field trip practice. Influential factors on educational field trip practice were found to originate from teacher beliefs, as well as the context of the teacher at the time of the field trip. Teacher valuation of factors (e.g., state standards and grade level curriculum) depended on a dynamic between their previous experiences and core beliefs (e.g., sense of responsibility, sense of purpose, desire to continuously improve one’s craft, and self‐preservation). Transformational experiences (Pugh, 2011) punctuated the development of field trip practice over time, yet a cycle of “trial and error” akin to the process of Experiential Learning (Kolb, 1984) sufficiently described the overall way in which teachers had developed educational field trip practice. Familiarity with the science center was instrumental in each teacher’s implementation of a curriculum‐based field trip. Therefore, multiple previous visits (both personal and professional) to the science center were considered vital in the development of educational field trip practice. Finally, experiences (e.g., museum open houses, professional development workshops, and previous field trips) were not one‐size‐fits‐all, rather, the impact of these experiences was dependent on personal and contextual factors at work on the individual teacher. Influences on Practice: A Study of Teachers Who Implemented Curriculum‐Based Field Trips with Classroom Connections Heather K. Harkins B.A., Gordon College, 1997 M.S., Southern Connecticut State University, 2001 A Dissertation Submitted In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy at the University of Connecticut 2013 Copyright by Heather K. Harkins 2013 APPROVAL PAGE Doctor of Philosophy Dissertation Influences on Practice: A Study of Teachers Who Implemented Curriculum‐Based Field Trips with Classroom Connections Presented by Heather K. Harkins, B.S., M.S. Major Advisor____________________________________________________________ John Settlage Associate Advisor_________________________________________________________ David Moss Associate Advisor_________________________________________________________ Robin Grenier Associate Advisor_________________________________________________________ James Kisiel Associate Advisor_________________________________________________________ William Watson University of Connecticut 2013 This work is dedicated to my daughter Acadia. v ACKNOWLEDGEMENTS Throughout this dissertation journey, I have frequently recalled hiking Mauna Loa as an undergrad. The name translates as “long mountain”—which is fitting for this extant shield volcano which offers little altitude gain after hours of hiking‐‐ very unlike the White Mountains to which I was accustomed at the time. I just remember the final leg to the 13,250 ft. summit cabin as a step‐by‐step slog. The fresh snow was inches deep, the sun glaring in the blue sky, my boots weren’t waterproof, and my red blood cells could barely keep up. So I stayed on the heels of one of the instructors and I focused on stepping into the footprints she created. I probably drove her crazy, but literally following her footfall with my footfall and focusing on that increment allowed me to work successfully toward the overall feat. Similarly, I started up “Dissertation Mountain” two and a half years ago, and it has been a long yet steady climb. I know that I have only made this ascent because of those who have gone ahead, and those who have supported me each step of the way. This is an accomplishment made possible by the support of many individuals. I would first like to thank my committee for helping this study take shape from beginning to end. I was honored to occupy the role of dissertator in their company and take advantage of their individual and collective wisdom. Even though dissertations are lonely ventures, I never felt alone with the support of my committee members palpable during analysis and writing. Their footfalls in research and service, the impact they had on me in coursework, discussions, and conference presentations, was always available for my tracking and reference; and I knew they were never farther away than an email. To borrow a saying from my daughter, they were “superheroes and they helped me.” In particular, Dr. David Moss challenged me at each turn to be more succinct, authoritative, and to stay focused. Dr. Robin Grenier introduced me to qualitative methods and shared my combined interest in informal environments, adult learning, and teacher development – all of this was constant encouragement for this work. Dr. Jim Kisiel offered a level of scrutiny and expertise from years of research which has vi spanned the spectrum of informal science. Dr. Bill Watson was not only an enthusiastic supporter, but his own dissertation’s format served as a footprint for me at a particularly crucial stage. Finally, I thank my advisor and committee chair, Dr. John Settlage. In hindsight, Dr. Settlage’s feedback in the interim between my proposal and dissertation defense was most critical in continuously moving forward towards a successful end. Whenever I looked up and essentially said, “where is the next step?,” Dr. Settlage communicated to me in a way that made me realize the next footfall was right before me and he positioned me to take it. I am grateful to have studied under his mentorship for my time at UConn. Next I would like to thank the participants in this research. Each and every single one quickened the pace of my study and moved me closer to the end. My interview participants were close companions on this journey, and I am thankful for the stories they shared with me and gave me license to interpret. I found our conversations useful as well as enjoyable! My deepest gratitude goes out to all who were willing to take part in the various phases of the study. Clearly, without you, this work could not have been accomplished. Colleagues and friends provided momentum in uniquely serendipitous ways. Social occasions became catalysts for thought, reminders of reality, and sources of refreshment. Meetings became discussions which inadvertently foiled or fueled this study’s developing rationale and eventual argument. I am most grateful for the collegiality and friendship of Holly Harrick, the staunchest supporter of proven practice, and prove‐it‐to‐me practice, that I know. I also thank the professional development facilitators with whom I have worked since 2005. Affectionately known as “Holly’s posse,” their acceptance of me and willingness to be both teachers and learners revealed more to me about the complexity of educator practice than I could have ever gotten through coursework or a typical assistantship. In my full time work during my program, I could not have asked for a better supervisor than Hank Gruner, who is a true renaissance man when it comes to the business of informal science education. I am truly grateful for the friendship of Dr. Diana Payne, who openly shared her own vii doctoral path as a reference and guide. My thanks also go to Dr. Aja LaDuke, Dr. Meg Monaghan, Vanessa Kass, and Beth Werner. Our grassroots cohort was held together by respect, admiration, professionalism, and love. That sisterhood formed part of the fabric underlying my work, and I feel whole here at the end because it was part of this journey. Finally, I would like to thank family. Periodic holidays and summer picnics with them reliably provided refreshment and rejuvenation. My parents, Bill and Faith Harkins, in particular were a constant wellspring of encouragement. I am thankful for their tenacious support. My daughter Acadia inspired me to wrap this degree up, and reinforced my desire to complete the dissertation with integrity and thoroughness. Although she won’t understand it for many years to come, I expect this accomplishment will serve as an example to her of what a person, a woman, and a mommy can do. My hope is this provides come inspiration to her at some point in her walk on this Earth and, perhaps, the skies above it. At the very least, I look forward to telling her older self how she swiped pads of interview notes, re‐sorted piles of literature review papers, and how looking in her eyes made me all at once feel I had to finish and I had to do well. Her role is legend. Finally, I thank my husband, Ted Bliman. No one else has lived this with me, and no one else has done more to ensure my completion. Besides the desk‐ side food and beverage service, I thank you for the permission to do my best, and your unrelenting acceptance with my doing what I could. You have been my rock. I am so glad to be at the end of this journey with you by my side.
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