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ABSTRACT Research Experiences for Teachers (RET) programs are a burgeoning approach to engage teachers in STEM (science, technology, engineering, mathematics) research that they can translate into their K‐12 classrooms. Despite an increase in studies of RETs, there is a need for comparison of RET and non‐RET teachers' student outcomes. This mixed methods, quasi‐experimental comparison study, using a revised third‐generation activity theory framework, investigates how an RET program for preservice and early career STEM teachers impacted participating teachers and their students up to 8 years after RET participation. Specifically, we conducted a matched comparison of student achievement data from students of nine RET teachers versus many non‐RET comparison teachers within the same districts (n = 830–1132 students). We also investigated student and teacher perceptions of classroom practices through surveys (n = 576 students) and interviews (15 teacher interviews). Omnibus tests revealed no statistically significant differences by treatment in math or science achievement. However, students of the RET teachers reported stronger perceptions of STEM career awareness, greater value for learning STEM subjects, and a greater propensity to persist in STEM course tasks (three of the five constructs measured). This was consistent with teacher interview responses in which RET teachers spoke about STEM career awareness in a broader context for understanding the value of STEM in society, and also discussed struggles in research and attempts to bring this mindset to their students, which may have resulted in greater student engagement in their courses. Implications for teacher education and for supporting science and engineering practices in STEM classrooms are discussed along with recommendations for further research on the impacts of RET programs guided by a revised third‐generation activity theory framework informed by this work. 

In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K–12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or misalignments between goals and measured outcomes. The field of biology was the predominant scientific disciplinary focus. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K–12 instructional practices, and 4) measurement of impact on K–12 instructional practices. 

Abstract The semiconductor tracker (SCT) is one of the tracking systems for charged particles in the ATLAS detector. It consists of 4088 silicon strip sensor modules.During Run 2 (2015–2018) the Large Hadron Collider delivered an integrated luminosity of 156 fb -1 to the ATLAS experiment at a centre-of-mass proton-proton collision energy of 13 TeV. The instantaneous luminosity and pile-up conditions were far in excess of those assumed in the original design of the SCT detector.Due to improvements to the data acquisition system, the SCT operated stably throughout Run 2.It was available for 99.9% of the integrated luminosity and achieved a data-quality efficiency of 99.85%.Detailed studies have been made of the leakage current in SCT modules and the evolution of the full depletion voltage, which are used to study the impact of radiation damage to the modules.