Department of Education.
The Acting Leader, Information Management Case Services Team, Regulatory Information Management Services, Office of Management invites comments on the submission for OMB review as required by the Paperwork Reduction Act of 1995.
Interested persons are invited to submit comments on or before January 22, 2008.
Written comments should be addressed to the Office of Information and Regulatory Affairs, Attention: Education Desk Officer, Office of Management and Budget, 725 17th Street, NW., Room 10222, Washington, DC 20503. Commenters are encouraged to submit responses electronically by e-mail to email@example.com or via fax to (202) 395-6974. Commenters should include the following subject line in their response “Comment: [insert OMB number], [insert abbreviated collection name, e.g., “Upward Bound Evaluation”]. Persons submitting comments electronically should not submit paper copies. Start Printed Page 72683End Preamble Start Supplemental Information
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Dated: December 17, 2007.
Acting Leader, Information Management Case Services Team, Regulatory Information Management Services, Office of Management.
Institute of Education Sciences
Type of Review: New.
Title: Understanding Science Professional Development and the Science Achievement of English Learners.
Individuals or household.
Reporting and Recordkeeping Hour Burden:
Burden Hours: 673.
Abstract: The purpose of this study is to investigate how to prepare middle-school teachers to improve all students' physical science content knowledge, including that of low-performing students and English learners (ELs). Using a cluster-randomized experimental design, the research will test the effectiveness of WestEd's Understanding Science model of professional development, an approach that incorporates science content, analysis of student work and thinking, and critical analysis of issues related to teaching that content to students. The professional development course sessions focus on science concepts both in the context of structured investigations and in narrative cases of teaching practice drawn from actual classroom episodes involving those concepts. This model will be evaluated by comparing it with a control condition that provides no additional science professional development beyond that already received in each school. The experiment will evaluate the value added for grade 8 teachers in California who take an Understanding Science course in addition to whatever science professional development they ordinarily receive. The ultimate outcome of interest is the impact of the professional development on students' science achievement. To provide a basis for explaining the results, impacts will also be studied on teachers' science content knowledge, and a descriptive study will examine selected aspects of their classroom science instructional practices.
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[FR Doc. E7-24798 Filed 12-20-07; 8:45 am]
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