Teachers' Enactments of Curriculum: "Fidelity to Procedure" versus "Fidelity to Goal" for Scientific Argumentation

Autor/inn/en	McNeill, Katherine L.; Marco-Bujosa, Lisa M.; González-Howard, María; Loper, Suzanna
Titel	Teachers' Enactments of Curriculum: "Fidelity to Procedure" versus "Fidelity to Goal" for Scientific Argumentation
Quelle	In: International Journal of Science Education, 40 (2018) 12, S.1455-1475 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McNeill, Katherine L.) ORCID (González-Howard, María) ORCID (Loper, Suzanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1482508
Schlagwörter	Fidelity; Program Implementation; Educational Change; Scientific Principles; Science Teachers; Middle School Teachers; Science Instruction; Learner Engagement; Grade 6; Grade 7; Science Curriculum; Teaching Methods + Suchen Sie Ihr Suchwort? Bildungsreform; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Fidelity of implementation (FOI) has received attention in calls for funding and research; however, there are numerous ways of conceptualising and measuring this construct. We argue that this conceptualisation is important for recent reform efforts focused on science practices. Consequently, we explored FOI in the context of the enactment of a middle-school curriculum focused on one particular science practice, argumentation. We coded videos of five teachers' enactments of argumentation lessons using two different fidelity coding schemes. First, "Fidelity to Procedure" targeted teachers' adherence to the order and types of procedures. Second, "Fidelity to Goal" examined teachers' adherence to the overarching argumentation goals. This analysis resulted in case studies that illustrate distinct patterns in the teachers' curriculum enactments. One case in particular, Ms Newbury, received a low score for "Fidelity to Procedure," but a high score for "Fidelity to Goal." She altered procedures to provide her students, all of whom were English Language Learners, with different linguistic supports, but maintained the overarching argumentation goals. Consequently, we argue that FOI for goals may better capture whether teachers' enactments are supporting students in the science practices. Furthermore, the results suggest the importance of educative curriculum including rationales for the curricular goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01