In this paper we sought to evaluate the implementation of the Water Exploration Legacy Cycle, a research collaborative project developed by the Institute for Geophysics at The University of Texas at Austin and 4empowerment.com with support from the Texas Water Development Board. This project interviewed six teachers of the 22 science educators who attended a workshop to learn about the Legacy Cycle approach and how to implement the Water Exploration Legacy Cycle curriculum in August of 2010. The research involved a survey and a phone interview, both of which collected data on the training session, the teachers’ abilities to work with the Legacy Cycle within their curriculum, and obstacles they faced with full implementation of the program. Recommendations from this study will aid future developers in creating Legacy Cycle modules that are better adapted to high school classrooms. / text

It is incumbent upon teachers to reach out to students through methods that capitalize on the students' own motivations. Because of the diversity of self-referential personal styles of learning, reaching every student with a cookie-cutter approach to teaching is nearly impossible. This report explores the application of a type of problem-based learning known as "Legacy Cycles" that apply web technology to answer challenges presented as scenarios. The scenarios give students a similar experience to scientists pursuing investigation and research. Students then search for answers to questions, learn more about the processes being taught with hands-on activities, and prepare a product to demonstrate mastery of the content. In this example of the Legacy Cycle, three challenges are used to teach concepts of density, ocean currents and plastic pollution. / text

Recent research on teachers’ achievement goals suggests that the teacher with a mastery goal is more likely to retain a high degree of interest in teaching, more willing to seek help with their teaching, and less likely to report professional ‘burnout.’ Section one of this study extends this line of research by testing the hypothesis that teachers with mastery goals toward teaching are more likely to display the traits of the adaptive expert. Achievement goals and adaptive expertise are measured for a sample of secondary school mathematics teachers who have attained National Board Teacher Certification. A multiple regression model is used with score on the adaptive expertise measure as the dependent variable and four independent variables. The second part of this study proposes the development and evaluation of a challenge-based model of professional development. The Legacy Cycle has been used extensively to teach transfer and adaptive expertise to college students. It has not been used, however, in the professional development of teachers. A professional development program using the Legacy Cycle for teaching high school Algebra teachers how to implement a new conceptually-based Algebra 1 curriculum is proposed. Its accompanying evaluation plan will enable further exploration of the role teacher goal orientation and school climate play in a teacher’s willingness and ability to innovate; and if having an adaptive expert in the classroom can improve student learning. / text

This study sought increase student understanding of nutrition with the use of technology. The purpose of this study was to investigate the effects of using technology, in the form of the legacy cycle, on student understanding of nutrition, with a particular interest in at risk students. Ninth grade students participated in either a legacy cycle lesson or a traditional classroom instruction that taught facts about genetically modified organisms (GMO’s) and the controversy that surrounds GMOs integration into the diet of the world. Analysis of pretest, posttest, and one-week retention test scores showed that there was no significant difference between the two teaching methods, although both were effective at teaching the concepts. This study showed that the legacy cycle could be incorporated in the academic classroom without detriment to student learning. / text