The high school research initiative prepares and supports Texas science teachers doing research in their classrooms

Authors

DOI:

https://doi.org/10.32674/ajggb348

Keywords:

high school teacher professional development, high school research, rural STEM education, science inquiry training

Abstract

Many Texas science teachers, especially in rural areas, lack access to content specific, inquiry-based professional development. To address this, UTeach and the Freshman Research Initiative partnered to create the High School Research Initiative (HRI), offering research-based curricula, training, and classroom support. The HRI leads teachers in a two-week research methods course and provides standard-aligned training in biomedical and behavioral research modules—Fish Behavior, Caffeinated Coli, Habitat Scouts, and Virtual Drug Screening—informed by active university research. Teachers receive lesson plans, activities, and materials to implement the modules in their classrooms. A mixed-methods evaluation revealed increased teacher preparedness, strong community support, and successful classroom integration. This paper outlines the HRIs’ model, highlights its impact, and offers strategies for preparing in-service science teachers.

Author Biographies

  • Deanna H. Buckley, University of Texas at Austin

    Deanna H. Buckley, PhD, is a professor of practice for UTeach and the professional development coordinator for the HRI at The University of Texas at Austin. 

  • Gwendolyn M. Stovall, University of Texas at Austin

    Gwendolyn M. Stovall, PhD, is an associate professor of practice for the FRI and the program director for the HRI at The University of Texas at Austin. Her research focuses on developing RNA/DNA tools (aptamers) and is interested in providing access to research experiences for all students. 

  • Bailey H. Williams, University of Texas at Austin

    Bailey H. Williams, MEd, is the program coordinator for the HRI at The University of Texas at Austin.  

  • Josh T. Beckham, University of Texas at Austin

    Josh T. Beckham, PhD, is an associate professor of practice and leads the Virtual Cures undergraduate research lab within the FRI program at The University of Texas at Austin. 

  • Dennis M. Mishler, University of Texas at Austin

    Dennis M. Mishler, PhD, is an associate professor of practice and leads the Microbe Hackers undergraduate research lab and the iGEM team within the FRI program at The University of Texas at Austin. 

  • Mary E. Ramsey, University of Texas at Austin

    Mary E. Ramsey, PhD, is an assistant professor of practice and leads the Fish Behavior undergraduate research lab within the FRI program at The University of Texas at Austin. 

  • Stuart Reichler, University of Texas at Austin

    Stuart Reichler, PhD, is an associate professor of practice and leads the Urban Ecosystems undergraduate research stream within the FRI program at The University of Texas at Austin. 

  • Andrea E. Hutson, Agile Analytics, LLC

    Andrea E. Hutson, PhD, is the CEO of Agile Analytics, LLC, and the HRI program evaluator. Her major interests are PK-12 education and college access and success. 

References

Al-Thani, N. J., Ahmad, Z. (2025). Research Learning and Existing Theories in Learner Development. In: Teaching and Learning with Research Cognitive Theory. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-87544-1_1

Backes, B., Goldhaber, D., Cade, W., Sullivan, K., & Dodson, M.. (2018). Can UTeach? Assessing the Relative Effectiveness of STEM Teachers. CALDER Working Paper No. 173. https://caldercenter.org/publications/can-uteach-assessing-relative-effectiveness-stem-teachers

Ghanem, E., Long, S. R., Rodenbusch, S. E., Shear, R. I., Beckham, J.T., Procko, K., DePue, L., Stevenson, K. J., Robertus, J. D., Martin, S., Holliday, B., Jones, R. A., Anslyn, E. V., & Simmons, S.L. (2018). Teaching through Research: Alignment of Core Chemistry Competencies and Skills within a Multidisciplinary Research Framework. Journal of Chemical Education, 95(2), 248–258. https://doi.org/10.1021/acs.jchemed.7b00294

Gutierrez, A. E., Shah, P., Rex, A. E., Nguyen, T. C., Kenkare, S. P., Barrick, J. E., & Mishler, D. M. (2019). Bioassay for determining the concentrations of caffeine and individual methylxanthines in complex samples. Applied and Environmental Microbiology, 85(23), e01965-19. https://doi.org/10.1128/AEM.01965-19

Horn, C., Burnett, C., Lowery, S., & White, C. (2021). Texas Teacher Workforce Report prepared for Raise Your Hand Texas Foundation. https://www.raiseyourhandtexas.org/wp-content/uploads/2020/11/Texas-Teacher-Workforce-Report.pdf

Marder, M. (2025, July 22). The number of new certified STEM teachers for the United States is continuing to drop (Title II Data Collection). LinkedIn. https://www.linkedin.com/posts/chaosmarder_the-number-of-new-certified-stem-teachers-activity-7353357113110253568-TJqW?utm_source=share&utm_medium=member_desktop&rcm=ACoAAABhlUYBqoLqU8mw_D1OFZlJWI0zN2uyUhI

Marder, M. (2024). Bad for Kids and Bad for Business: The Rise of Uncertified Teachers in Texas. UTeach Institute. https://uteachinstitute.medium.com/bad-for-kids-and-bad-for-business-the-rise-of-uncertified-teachers-in-texas-3922b835337a

Pongsophon, P. (2017). A theory of planned behaviour-based analysis of TIMSS 2011 to determine factors influencing inquiry teaching practices in high-performing countries. International Journal of Science Education. https://www.tandfonline.com/doi/full/10.1080/09500693.2017.1328620

Pressley, T., Ganey, K., Marshall, D. T., Walter, H. L., Creed, E., & Andre, I. (2025, April 29). Why Teachers Leave: A Qualitative Exploration of Attrition and Retention. https://doi.org/10.31235/osf.io/gf7zp_v1

Quandt, E., Hammerling, M. J., Summers, R. M., Otoupal, P. B., Slater, B., Alnahhas, R. N., Dasgupta, A., Bachman, J. L., Subramanian, M. V., & Barrick, J. E. (2013). Decaffeination and measurement of caffeine content by addicted Escherichia coli with a refactored N-demethylation operon from Pseudomonas putida CBB5. ACS Synthetic Biology. 2(6):301-7. https://doi.org/10.1021/sb4000146

Rodenbusch, S. E., Hernandez, P. R., Simmons, S. L., & Dolan, E. L. (2016). Early engagement in course-based research increases graduation rates and completion of science, engineering, and mathematics degrees. CBE—Life Sciences Education, 15(2), ar20. https://doi.org/10.1187/cbe.16-03-0117

Sacharczyk, H. A. M. (2014). Rural School Districts' Personnel Directors' and Human Resource Directors' Factors and Strategies of the Recruitment and Retention of Teachers. Electronic Theses and Dissertations, University of Memphis Digital Commons. 994. https://digitalcommons.memphis.edu/etd/994

Toropova, A. (2021). Teacher job satisfaction: the Importance of School Working Conditions and Teacher Characteristics. International Journal of Science Education. https://www.tandfonline.com/doi/full/10.1080/00131911.2019.1705247

Van Overschelde, J. P., & Lopez, M. (2024). Texas State University. Unlicensed Teachers Now Dominate New Teacher Hires in Rural Texas Schools. Yahoo News. https://www.yahoo.com/news/unlicensed-teachers-now-dominate-teacher-123634760.html

Downloads

Published

2025-09-13

Issue

Vol. 16 (2025): American Journal of STEM Education

Section

Evidence-Based Innovations in STEM Teacher Preparation

How to Cite

Buckley, D., Stovall, G., Williams, B., Beckham, J., Mishler, D., Ramsey, M., Reichler, S., & Hutson, A. (2025). The high school research initiative prepares and supports Texas science teachers doing research in their classrooms. American Journal of STEM Education, 16, 95-108. https://doi.org/10.32674/ajggb348