Elementary Teachers' Understanding of and Involvement in Systemic Science Achievement

Autor/in	Driscoll, Kerien
Titel	Elementary Teachers' Understanding of and Involvement in Systemic Science Achievement
Quelle	(2023), (253 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Massachusetts Lowell
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-9459-6
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Knowledge Level; Science Achievement; Time on Task; Scientific Concepts; Educational Change; Faculty Development; Teaching Methods; Educational Practices; Urban Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Zeitaufwand; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Science education in the United States is in need of an overhaul; as of 2018, the United States ranked 18th in science among industrialized nations according to the Program for International Student Assessment (PISA). Additionally, the efforts that the nation has made to increase student achievement in math and English language arts (ELA) has negatively affected achievement and learning in science, specifically in marginalized communities. Many elementary schools have cut time on science to increase time on math and ELA, believing this will increase achievement. However, this practice of narrowing the curriculum will result in lost foundational years for students to develop science habits of mind and essential content knowledge. In addition to a lack of science instruction, many teachers are still relying on teacher directed instruction, rather than utilizing student-centered, inquiry-based approaches. Although more comprehensive science standards have been developed to promote student-centered instructional approaches, adequate professional development to support teachers in enacting these changes has not been provided equitably. This study examined a large, urban district's elementary science practices, and sought to discover teacher perceptions of current elementary science practices and actions for improvement. Its goal was to include teachers in the conversation about the type of support and resources they need to increase time on learning in science at the elementary level to provide elementary science learning opportunities for students equitable to those of their suburban counterparts. [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	2024/1/01