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Leading instructional improvement in elementary science: State science coordinators’ sense-making about the Next Generation Science Standards
dc.contributor.authorHaverly, Christa
dc.contributor.authorLyle, Angela
dc.contributor.authorSpillane, James P.
dc.contributor.authorDavis, Elizabeth A.
dc.contributor.authorPeurach, Donald J.
dc.date.accessioned2022-11-09T21:20:20Z
dc.date.available2023-12-09 16:20:18en
dc.date.available2022-11-09T21:20:20Z
dc.date.issued2022-11
dc.identifier.citationHaverly, Christa; Lyle, Angela; Spillane, James P.; Davis, Elizabeth A.; Peurach, Donald J. (2022). "Leading instructional improvement in elementary science: State science coordinators’ sense-making about the Next Generation Science Standards." Journal of Research in Science Teaching 59(9): 1575-1606.
dc.identifier.issn0022-4308
dc.identifier.issn1098-2736
dc.identifier.urihttps://hdl.handle.net/2027.42/175128
dc.description.abstractThe Next Generation Science Standards (NGSS), a reform effort “for states, by states,” advances ambitious ideals for elementary science teaching, but the fate of these ideals will depend in part on the engagement of state science coordinators (SSCs). This article explores the responses of SSCs to NGSS in a purposeful sample of 18 US states. Based on analysis of 19 interviews with 22 SSCs, we develop two arguments. First, SSCs’ ideas about improving elementary science education converged around three themes: the introduction of three-dimensional science teaching and learning, the integration of engineering with science teaching, and the integration of science with ELA and mathematics. Second, SSCs’ sense-making about reforming elementary science education was situated in and shaped by (a) their knowledge of how elementary science instruction has been and continues to be de-prioritized, as well as their experiences (b) facilitating work groups in developing science standards using the Framework for K-12 Science Education, and (c) participating in professional networks.
dc.publisherJohn Wiley & Sons, Inc.
dc.subject.otherreform
dc.subject.otherstandards
dc.subject.otherstate coordinators
dc.subject.otherelementary
dc.titleLeading instructional improvement in elementary science: State science coordinators’ sense-making about the Next Generation Science Standards
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelManagement
dc.subject.hlbsecondlevelScience (General)
dc.subject.hlbsecondlevelWomen’s and Gender Studies
dc.subject.hlbsecondlevelEducation
dc.subject.hlbtoplevelBusiness and Economics
dc.subject.hlbtoplevelScience
dc.subject.hlbtoplevelHumanities
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/175128/1/tea21767.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/175128/2/tea21767_am.pdf
dc.identifier.doi10.1002/tea.21767
dc.identifier.sourceJournal of Research in Science Teaching
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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