Teacher and Parent Perspectives on Next Generation Science Standards Alignment Following Teacher Professional Development

Autor/inn/en	Channell, Adam; Cobern, William; Rudge, David; Bentz, Amy
Titel	Teacher and Parent Perspectives on Next Generation Science Standards Alignment Following Teacher Professional Development
Quelle	In: Science Education International, 32 (2021) 1, S.72-79 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Channell, Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Teacher Attitudes; Parent Attitudes; Standards; Science Education; Feedback (Response); Parent Teacher Cooperation; Faculty Development; Instructional Program Divisions; Educational Change; Textbooks; Assignments; Homework; Curriculum Implementation; Kindergarten; Elementary Secondary Education; Teaching Methods + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elternverhalten; Standard; Naturwissenschaftliche Bildung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Bildungsreform; Textbook; Text book; Schulbuch; Lehrbuch; Assignment; Auftrag; Zuweisung; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined United States (U.S.) K-12 science teacher interactions with parents during Next Generation Science Standards (NGSS) reform following teachers' professional development (PD) participation, as well as parent accounts of understanding and support for NGSS. Fourteen teachers and 15 parents completed an online surveys and phone interviews. Themes, based on coded data, were constructed to represent relationships between teachers and parents during NGSS classroom implementation post-PD. We found that parents were generally unaware of NGSS and not well-informed about the changes the new standards brought to their child's science classrooms. Despite parents' lack of NGSS understanding, parents generally gave positive feedback about teachers' science instruction. However, parents expressed concern about their child's ability to transition between grade levels and subjects, the lack of an aligned textbook and homework assignments, and confusion with how to help their children at home in preparation for assessments. The results of this study suggest that it is important for school districts to inform parents adequately about the new NGSS curriculum and its implementation. While this study took place in the U.S. and pertains to NGSS, the findings are broadly applicable to teacher development and communications with parents during standards reform, regardless of country. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01