De-Marginalizing Science in the Elementary Classroom by Coaching Teachers to Address Perceived Dilemmas

Autor/inn/en	Berg, Alissa; Mensah, Felicia Moore
Titel	De-Marginalizing Science in the Elementary Classroom by Coaching Teachers to Address Perceived Dilemmas
Quelle	In: Education Policy Analysis Archives, 22 (2014) 57, (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Elementary School Science; Coaching (Performance); Elementary School Teachers; Grade 1; Science Instruction; Case Studies; Comparative Analysis; Problems; Teaching Experience; Accountability; Faculty Development; Participant Observation; Grounded Theory; Time on Task; Teacher Background + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Problemsituation; Verantwortung; Teilnehmende Beobachtung; Zeitaufwand
Abstract	This study identifies and explores the dilemmas experienced by three first-grade teachers in teaching elementary school science. The impact of coaching and teachers' career stages on how teachers reconcile their dilemmas was examined. Results of this comparative case study indicate teachers perceived tensions between focusing instructional practice on science versus the other school subjects, tensions between their responsibility to teach science and their lack of a science background, and tensions between using their curriculum as a script, supplement, starting point, or not all. Participants reconcile their common dilemmas in different ways. Extent of teaching experience; comfort level with teaching reading, writing, and mathematics; and the sense of accountability teachers feel to teach science are related to how effectively dilemmas are addressed. The amount of time spent with the science coach-researchers is tied to the amount of time science is taught and the extent to which teachers address dilemmas in reform-oriented ways (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01