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Examining student work for evidence of teacher uptake of educative curriculum materials
dc.contributor.authorBismack, Amber Schultzen_US
dc.contributor.authorArias, Anna Mariaen_US
dc.contributor.authorDavis, Elizabeth A.en_US
dc.contributor.authorPalincsar, Annemarie Sullivanen_US
dc.date.accessioned2015-08-05T16:46:44Z
dc.date.available2016-09-06T15:43:58Zen
dc.date.issued2015-08en_US
dc.identifier.citationBismack, Amber Schultz; Arias, Anna Maria; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan (2015). "Examining student work for evidence of teacher uptake of educative curriculum materials." Journal of Research in Science Teaching 52(6): 816-846.en_US
dc.identifier.issn0022-4308en_US
dc.identifier.issn1098-2736en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/112188
dc.description.abstractThe purpose of this study was to identify evidence in student work of teachers' uptake of educative features in educative curriculum materials. These are features in curriculum materials designed with the specific intent of supporting teacher learning and enactment. This study was prompted by previous work on educative curriculum materials and the need to determine how teachers' use of educative curriculum materials can influence student learning. Student work from two fourth‐grade teachers' enactment of an electric circuits unit was analyzed for evidence of teachers' uptake of educative features, which included characteristics of quality for particular science practices. Findings from the student work revealed that the teachers used many of the supports in the educative curriculum materials, especially those that could be used directly with students. The student work also reflected characteristics of high‐quality science practices, which were only supported within the educative features. This study supports and extends other work related to how teachers' use of educative curriculum materials may influence student learning and has implications for supporting teachers' productive engagement in teaching that supports the integration of science content and scientific practices, as emphasized in current reform efforts. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 816–846, 2015.en_US
dc.publisherWiley Periodicals, Inc.en_US
dc.publisherLawrence Erlbaum Associatesen_US
dc.subject.otherscience practicesen_US
dc.subject.othereducative curriculum materialsen_US
dc.subject.otherstudent worken_US
dc.titleExamining student work for evidence of teacher uptake of educative curriculum materialsen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelWomen's and Gender Studiesen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbsecondlevelManagementen_US
dc.subject.hlbsecondlevelScience (General)en_US
dc.subject.hlbtoplevelHumanitiesen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.subject.hlbtoplevelBusiness and Economicsen_US
dc.subject.hlbtoplevelScienceen_US
dc.description.peerreviewedPeer Revieweden_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/112188/1/tea21220-sup-0001-SuppFig_S3.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/112188/2/tea21220-sup-0001-SuppFig_S2.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/112188/3/tea21220.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/112188/4/tea21220-sup-0001-SuppFig_S1.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/112188/5/tea21220-sup-0001-SuppFig_S4.pdf
dc.identifier.doi10.1002/tea.21220en_US
dc.identifier.sourceJournal of Research in Science Teachingen_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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