A Needs Assessment for the Adoption of Next Generation Science Standards (NGSS) in K-12 Education in the United States

Autor/inn/en	Harris, Karleah; Sithole, Alec; Kibirige, Joachim
Titel	A Needs Assessment for the Adoption of Next Generation Science Standards (NGSS) in K-12 Education in the United States
Quelle	In: Journal of Education and Training Studies, 5 (2017) 9, S.54-62 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Needs Assessment; Elementary Secondary Education; Science Instruction; Academic Standards; Public School Teachers; Knowledge Level; Science Curriculum; Teacher Competencies; STEM Education; Questionnaires; Online Surveys; Teacher Attitudes; Arkansas; California; Connecticut; Delaware; Hawaii; Illinois; Iowa; Kentucky; Maryland; Michigan; Nevada; New Hampshire; New Jersey; Oregon; Rhode Island; Vermont; Washington + Suchen Sie Ihr Suchwort? Bedarfsermittlung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; Lehrkunst; STEM; Fragebogen; Lehrerverhalten; Kalifornien
Abstract	Since its inception, the Next Generation Science Standards (NGSS) blue print has attracted interest from more than 40 states in the United States. The overall objective of these proposed changes is to align K-12 science education with current trends in technology and career needs. However, the assessment of teacher preparedness and classroom technology needs is still a critical factor in the implementation of these changes. Our study conducted a needs and preparedness assessment using online surveys on public K-12 teachers before the implementation phase. The data collected for this study comprised 214 responses from schools in 16 states across the US. The study indicates that most of the teachers were not knowledgably equipped to fuse the proposed changes in standards with the current curricula and their teaching plans. The teachers made several suggestions, based on their views regarding the level of preparedness of their students. The implications of these findings and suggestions for further adjustments are presented and discussed. (As Provided).
Anmerkungen	Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail: jets@redfame.com; Web site: http://jets.redfame.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01