Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards

Haverly, Christa; Lyle, Angela; Spillane, James P.; Davis, Elizabeth A.; Peurach, Donald J.

doi:10.1002/tea.21767

Cited by 14 publications

(6 citation statements)

References 73 publications

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“…Even within a single district, Cherbow et al (2020) found that each school in their study "faced significant vertical incoherence concerning the goals for adoption of reform science standards" and that this incoherence contributed to differing interpretations of NGSS reforms among teachers and administrators (p. 466). Similarly, in studying the sensemaking of district science coordinators around the NGSS, Haverly et al (2022) found three distinct themes in their understanding of science reform which were impacted by local contextual factors like involvement in professional work groups and participating in professional networks. These studies demonstrate that study of stakeholder sensemaking at each level of implementation is critical to understanding how reforms are translated to the classroom.…”

Section: Ngss Implementation and Teachersmentioning

confidence: 99%

A content analysis of alignment messages to the Next Generation Science Standards

Tanas

Fulmer

2023

Discip Interdscip Sci Educ Res

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Teachers are a critical component to standards-based reform systems, which require that reforms conceived at the national level pass through several layers of the educational system before impacting learning in the classroom. The Next Generation Science Standards (NGSS) are an example of this type of reform and pose significant challenges for alignment between levels given their three-dimensional nature alongside inclusion of ambitious and novel reform ideas. To examine translation of NGSS reforms across levels, we provide a content analysis of alignment messages conveyed to teachers through practitioner literature. Analysis indicates some coherence with national messaging around alignment to performance expectations and science and engineering practices. Additionally, alignment to broader reform ideas like engaging in science practices, integration, engineering, and focus on phenomena were represented to teachers. However, qualitative analysis of these representations indicate that reforms are often superficially portrayed, variably defined, or missing altogether. Findings indicate that teachers receive numerous messages regarding what it means to align to the NGSS and few elaborations on how to operationalize reforms. Our work suggests a need for intentional consideration of how to design representations for practitioners that consider teacher sensemaking around novel reforms. Additionally, we see a need for further development of coherence among the research community regarding alignment to the NGSS and agreement on definition of key reform ideas. Future work should consider how teachers use and understand these representations as they enact the NGSS in their local contexts.

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Section: Ngss Implementation and Teachersmentioning

confidence: 99%

A content analysis of alignment messages to the Next Generation Science Standards

Tanas

Fulmer

2023

Discip Interdscip Sci Educ Res

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“…Recognizing SEA content-area coordinators' likely importance for standards implementation, a handful of scholars have investigated how state coordinators support standards implementation in either mathematics (Reys & Lappan, 2007), science (Haverly et al, 2022;Hopkins, 2016;Hopkins et al, 2018Hopkins et al, , 2019, or social studies (Swan et al, 2016). Haverly et al (2022) emphasize the important role of state coordinators in bridging national reform efforts with districts, anticipating that "political or historicized conflicts could arise" in this work, but interviewed state science coordinators primarily about their understandings of the Next Generation Science Standards rather than taking up those conflicts directly. Hopkins et al (2018) studied research brokering among a professional association for current and former state science coordinators, including how its members facilitated internal and external connections to research.…”

Section: The Role Of Sea Content-area Coordinatormentioning

confidence: 99%

“…13–17). While Haverly et al (2022) note the importance of local control as a contextual factor that state science coordinators brought up as shaping their job responsibilities, there have been few investigations into the tensions that state coordinators experience in their efforts to engage in the activities described above—supporting instruction within a particular content area across an entire state through a focus on standards, assessment, professional development, and curricular resources. One notable exception is Hopkins et al’s (2022) research-practice partnership with state coordinators for multilingual learners, in which SEA coordinators report similar challenges in navigating local control and state politics.…”

Section: Literature Reviewmentioning

confidence: 99%

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How State Educational Agency Coordinators Navigate Logics of Local Control in Standards Implementation

2023

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State educational agency content coordinators commonly experience tensions in their professional roles related to distinct sets of beliefs, or logics, about who “should” control what students learn: the state bureaucracy, the local community, or the broader profession. Using an institutional logics frame and drawing on interviews with coordinators for English/language arts representing about a third of U.S. states, we illustrate how individuals navigate these competing traditions of decision-making. Multiple logics shaped coordinators’ perceptions of their job responsibilities and goals, as well as the actions they felt were possible for them to take in creating and providing resources, communicating those resources to local stakeholders, and providing professional development. More consistent messaging to coordinators about the types of outreach the state views as acceptable would better support high-quality literacy instruction.

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“…Further, the NGSS framework explicitly connects scientific and technological literacies to possibilities for civic engagement, contending that “knowledge of science and engineering is required to engage with the major public policy issues of today” (NASEM, 2021, p. 7). From an equity and social justice perspective, these developments are significant and have garnered recent research attention (e.g., Haverly et al, 2022; Klaver et al, 2022; Leung & Cheng, 2022).…”

Section: Introductionmentioning

confidence: 99%

Jamming power: Youth agency and community‐driven science in a critical technology learning program

2022

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In dialogue with science education and learning sciences research, in this article we develop a disciplinary‐specific view on youth and community agency for community‐based technology education. Cultivating agency is a central principle in our design and empirical study of the Young People's Race, Power, and Technology Program (YPRPT), a program designed to engage youth in critical inquiry about the technologies impacting their local communities. In this article, drawing from our multiyear partnership with a community‐based youth organization, we examine how agency was supported and constrained as a function of the practices we engaged in as a research team committed to participatory and justice‐centered education. Our findings illustrate ways that the emergence and enactment of agency, at both individual and community levels, works to interrupt, subvert, and creatively “jam” systems of power. We argue that cultivating agency in community‐driven science and technology learning requires an honest reckoning with the deeply entrenched racial and economic oppression in the United States. We contend that it is equally essential to commit to learning from, co‐designing with, and working in solidarity alongside the youth and communities that are most impacted by technologies that mediate our experiences—toward unveiling, resisting, and reimagining their powerful roles in our collective lives.

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Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards

Abstract: The 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

Cited by 14 publications

References 73 publications

A content analysis of alignment messages to the Next Generation Science Standards

A content analysis of alignment messages to the Next Generation Science Standards

How State Educational Agency Coordinators Navigate Logics of Local Control in Standards Implementation

Jamming power: Youth agency and community‐driven science in a critical technology learning program

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