Large‐scale science education intervention research we can use

Abstract

This article develops an argument that the type of intervention research most useful for improving science teaching and learning and leading to scalable interventions includes both research to develop and gather evidence of the efficacy of innovations and a different kind of research, design-based implementation research (DBIR). DBIR in education focuses on what is required to bring interventions and knowledge about learning to all students, wherever they might engage in science learning. This research focuses on implementation, both in the development and initial testing of interventions and in the scaling up process. In contrast to traditional intervention research that focuses principally on one level of educational systems, DBIR designs and tests interventions that cross levels and settings of learning, with the aim of investigating and improving the effective implementation of interventions. The article concludes by outlining four areas of DBIR that may improve the likelihood that new standards for science education will achieve their intended purpose of establishing an effective, equitable, and coherent system of opportunities for science learning in the United States. ß 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 2012

Being professional: accountability and authority in teachers’ responses to science curriculum reform

“…Of course, examining student learning outcomes is of central importance in evaluating the impact of curriculum reforms. However, to support effective, is also important to develop a detailed understanding of the differing responses of teachers working in diverse school settings (Lynch et al, 2012, Penuel andFishman, 2012). Overall, many previous large-scale curriculum development programmes represent a missed opportunity for research into how teachers outside of these reforms experience, and reflect on, these reforms in their local contexts.…”

“…However, there is less attention given to examining in detail the experiences, motivations and reflections of teachers, and how these might change over time. By contrast Penuel and Fishman (2012) have emphasised the importance of studies that aim to learn from the variations of implementation of educational innovations across T -DBI' support curriculum d on helping teachers make productive adaptations of materials by being responsive to T rong focus on fidelity of instruction is also challenged by accounts of curriculum enactment that emphasise the inevitable role of teachers in enacting external curriculum reforms in their educational contexts (Ball et al, 2011, McKenney et al, 2006. These perspectives see curriculum reform policy as constituted in the developing activities of teachers as they enact policy texts in specific settings.…”

How does lesson study improve mathematics instruction?

“…Table 1 highlights the particular contributions of each major type of lesson study. The mix of different types of lesson study in Japan allows Japanese educators to solve a problem that is persistently difficult in the US: broad scaleup of research-based programs into practice (Fishman et al 2004;Fullan 2001;Penuel and Fishman 2012). Together, the four types of lesson study may create four conditions that allow the development, spread, and ongoing improvement of instructional materials and strategies.…”

Future Learning in Primary Schools

“…M5ESC was developed by a designbased research approach with iterative research cycles over a period of 6 years (Penuel and Fishman 2012 ). M5ESC was developed by a designbased research approach with iterative research cycles over a period of 6 years (Penuel and Fishman 2012 ).…”