Science Partnership of the East Bay

The Science Partnership of the East Bay was established in 2008 and is a collaborative project led by the Alameda County Office of Education (ACOE) Science Team and the Institute for STEM Education at the California State University East Bay. Our vision is to improve science education by bringing together a variety of stakeholders such as universities, county offices of education, K-12 districts and schools and other science education organizations. The Science Partnership is led by faculty from Cal State East Bay and staff from ACOE. The Science Partnership approach involves implementing and studying a comprehensive K-12 science teacher professional development (PD) model to support the implementation of the Next Generation Science Standards. Designed to transform K-12 science teaching and learning, we focus on schools that serve predominately low-income, underrepresented minority students. Our goals include increasing the quality of science instruction, facilitating sustainable institutional change in our partners to support science instruction, and studying the impact of the partnership on students, teachers, and institutions. 

Peer-reviewed Publications

Hayes, K. (2018). Quantifying qualitative data: Building a bridge across a methodological bog to understand capacity for teacher change. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2018 Science Education at the Crossroads Conference (pp. 26-27). Alta, Utah. [Available online at www.sciedxroads.org/proceedings2018.html].

Lee Bae, C. S., DeBusk-Lane, M., Hayes, K. N., Zhang, F. (2018).  Opportunities to Participate (OtP) in Science Survey: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools.  Research in Science Education

​Inouye, C., Lee Bae, C. S., Hayes, K. N. (2017). Using Whiteboards to Support College Students' Learning of Complex Physiological Concepts. Advances in Physiology Education. 41, 478-484.

 Lee Bae, C. S., Hayes, K. N., Seitz, J. C., O'Connor, D., & DiStefano, R. (2016). A coding tool for examining the substance of teacher professional learning with example cases from middle school science lesson study. Teaching and Teacher Education. 60, 164-178.

 Lee, C. S., Hayes, K. N., O'Connor, D., Seitz, J. C., & DiStefano, R. (2016). The Diverse Forms of Teacher Leadership: A Typology and Survey Tool for Middle School Science. Journal of School Leadership. 26, 905-937.

Hayes, K.N. Lee, C. S., DiStefano, R., O'Connor, D., & Seitz, J. (2016). Measuring science instructional practice: A survey tool for the age of NGSS. Journal of Science teacher Education. 27, 137-164

Lee, C. S., Hayes, K. N., DiStefano, R., Seitz, J. C., & O'Connor, D. (2016). Engagement as a mediating factor between student motivation and science achievement in middle school. International Journal of Science Education. 38 (2), 192-215.

 Hayes, K.N. (2016). Neoliberalism in historical light: How business models displaced science education goals in two eras. Educational Leadership and Administration: Teaching and Program Development Journal, 27, 1-18.

 Hayes, K.N., & Trexler, C.J. (2016). Testing predictors of instructional practice in elementary science education: The significant role of accountability. Science Education, 100(2), 266-289.