The Effects of the Next Generation Science Standards (NGSS) on Teaching Practices: An Instrumental Case Study

Autor/in	Waters, Tracy Leann
Titel	The Effects of the Next Generation Science Standards (NGSS) on Teaching Practices: An Instrumental Case Study
Quelle	(2018), (182 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4388-7472-5
Schlagwörter	Hochschulschrift; Dissertation; Science Instruction; Academic Standards; Educational Change; Teaching Methods; Problem Solving; 21st Century Skills; Outcomes of Education; Teacher Attitudes; Cooperative Learning; Individualized Instruction; Learner Engagement; Academic Language; Student Behavior + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Lernleistung; Schulerfolg; Lehrerverhalten; Kooperatives Lernen; Individualisierender Unterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Student behaviour; Schülerverhalten
Abstract	Research shows that U.S. students continue to lag behind in science and mathematics internationally (Fleischman, Hopstock, Pelczar, & Shelley, 2010; Provasnik et al., 2012). A recent study found there is a direct link between students' mastery of academic subjects and their ability to collaboratively problem solve, a critical 21st century skill (OECD, 2016). Unless U.S. schools explicitly teach collaborative problem solving, U.S. students will be insufficiently prepared to adapt to the ever-changing demands of the future. The recently developed Next Generation Science Standards (NGSS) represent a significant departure from past approaches to science education, which has implications for classroom teaching and student learning (Bybee, 2014). This study found that with the support of an NGSS-aligned curriculum, effective district and building-level professional development, and the formation and support of a district-level teacher leader network and school-level professional learning communities, teachers reported altering their teaching practices by releasing responsibility, differentiating instructional approaches, and adjusting their assessment of student capacity. This study additionally revealed that these changes in practices resulted in increased collaboration, mastery of science concepts, and engagement and participation; improved academic vocabulary and discourse; and improved student behavior in the science classroom. Finally, this study found that participating teachers shifted their beliefs around teaching and learning, recognizing science has strong connections with other core subjects; student collaboration can greatly impact learning outcomes; responsibility for learning should be shared with students; and student demographics should not dictate teacher expectations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01