Re‐designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards

Hall, Jonathan L.; Campbell, Todd; Lundgren, Lisa

doi:10.1002/tea.21688

Cited by 3 publications

(5 citation statements)

References 27 publications

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“…Previous research on NGSS implementation suggested that many districts and schools lack a coherent infrastructure to support practice‐based science instruction (Cherbow et al, 2020; Hall et al, 2021; Penuel, 2019). In the case of this study, the existing presence of a coherent system of instructional infrastructures at College for All provided a convenient entry point for adapting a practice‐based vision of science instruction.…”

Section: Discussionmentioning

confidence: 99%

“…Previous research on NGSS implementation suggested that many districts and schools lack a coherent infrastructure to support practice-based science instruction (Cherbow et al, 2020;Hall et al, 2021;Penuel, 2019).…”

Section: Summary Of Findingsmentioning

confidence: 99%

“…The researchers connected incoherence between instructional infrastructures and a reform teaching framework to their observations of students learning about science ideas rather than figuring out science ideas by engaging in scientific practices. Other studies have shown the potential of infrastructuring to cohere PD workshops (Allen & Heredia, 2021), curricular materials (Anderson et al, 2018), and interim assessments (Hall et al, 2021), with a practice‐based vision of science instruction. Each of the previously reviewed studies also emphasized the utility of teachers and administrators engaging in infrastructuring to deepen their understanding of reform, and the productive negotiations that can occur when designing in a participatory manner.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…If there has been broad consensus on the necessity for a change, why have traditional approaches to teaching and learning science endured through many reform efforts (Otero & Meltzer, 2017)? Recent literature on NGSS implementation suggests that many teachers, schools, and districts lack a coherent system of instructional infrastructures for supporting and sustaining necessary changes to enact practice‐based science instruction (Cherbow et al, 2020; Hall et al, 2021; Penuel, 2019). Within complex educational systems, infrastructures can take on many forms, but a smaller number of instructional infrastructures directly influence the day‐to‐day instruction delivered by teachers and experienced by students.…”

Section: Introductionmentioning

confidence: 99%

“…For science educators, instructional infrastructures can include material supports such as curriculum and daily lesson plans, relational exchanges found in professional networks and professional learning opportunities, and systems for evaluating student learning and instructional practice. When coherent and robust, instructional infrastructures have shown potential to support consistency of instructional practice, including in districts attempting to realize a vision of practice‐based science instruction across classrooms (Hall et al, 2021; Penuel, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Leveraging purposes and values to motivate and negotiate reform

Lindsay

Otero

2023

Science Education

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This study examines the impact of organizational purposes and values on reforming physics instruction to align with a practice‐based instructional approach, in a case of engaging in infrastructuring with a no‐excuses charter network. The network's instruction was guided by organizational purposes of ensuring predictable academic success and collegiate access for all students and was supported by a robust system of instructional infrastructures that were initially incoherent with a practice‐based approach to science education. To manage this incoherence, the network engaged in infrastructuring with a university‐based team of physics education researchers and curriculum developers. Infrastructuring included the redesign of network standards, curricular materials, assessments, instructional coaching routines, and professional development workshops during a 33‐month partnership. Extensive ethnographic data were collected during this process and analyzed using a mixture of inductive and deductive coding that facilitated the production of analytical memos, interpretive vignettes, and cross‐case comparisons. Analysis revealed reform motivations unique to the no‐excuses context and elements of instructional infrastructures that were mutable and immutable to change. During implementation, some redesigned infrastructure elements supported a practice‐based approach to physics instruction, including adaptations to daily instructional materials and valued student learning outcomes. Other infrastructure elements constrained reform efforts, including expectations of standards coverage. Implications for instructional reform programs and working with no‐excuses networks are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Summary Of Findingsmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Leveraging purposes and values to motivate and negotiate reform

Lindsay

Otero

2023

Science Education

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The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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“Students Really Benefited From That Hybridization”: Facilitated Sensemaking in a No‐Excuses Charter Network

Lindsay,

Otero

2024

Science Education

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This ethnographic cross‐case study examines five teachers' year‐long efforts to implement practice‐based physics instruction within the unique organizational context of a no‐excuses charter network. The teachers were attempting to adapt their didactic, rigid, and compliance‐based instructional approach to include more opportunities for students to figure out disciplinary concepts through evidence and consensus. To assist in these efforts, teachers partnered with a university‐based physics education program to redesign the network's coherent instructional infrastructure. The program provided curricular materials aligned with the Next Generation Science Standards, facilitated professional learning sessions, and assisted with instructional coaching before and during the 2018–2019 school year. Researchers collected ethnographic field notes and artifacts during professional learning sessions, partnership meetings, and bi‐weekly lesson observations of case teachers. They also conducted interviews with teachers and students. An organizational sensemaking lens was used to analyze data and informed the production of ethnographic case profiles, vignettes, and cross‐case comparisons. Findings included the constraints and affordances of a coherent instructional infrastructure for facilitating teacher sensemaking. Hybridized instructional practices also emerged across case teachers' classrooms as products of facilitated sensemaking. Implications for supporting teachers in fitting novel instructional approaches to their organizational contexts are discussed. This paper is part of the special issue on Teacher Learning and Organizational Contexts.

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Re‐designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards

Cited by 3 publications

References 27 publications

Leveraging purposes and values to motivate and negotiate reform

Leveraging purposes and values to motivate and negotiate reform

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

“Students Really Benefited From That Hybridization”: Facilitated Sensemaking in a No‐Excuses Charter Network

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