From the Inside Out: Teacher Responses to the AP Curriculum Redesign

Autor/inn/en	McCoy, Ayana; Jurist Levy, Abigail; Frumin, Kim; Lawrenz, Frances; Dede, Christopher; Eisenkraft, Arthur; Fischer, Christian; Fishman, Barry; Foster, Brandon
Titel	From the Inside Out: Teacher Responses to the AP Curriculum Redesign
Quelle	In: Journal of Science Teacher Education, 31 (2020) 2, S.208-225 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCoy, Ayana) ORCID (Jurist Levy, Abigail) ORCID (Frumin, Kim) ORCID (Lawrenz, Frances) ORCID (Dede, Christopher) ORCID (Eisenkraft, Arthur) ORCID (Fischer, Christian) ORCID (Fishman, Barry) ORCID (Foster, Brandon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1685630
Schlagwörter	Teacher Attitudes; Science Instruction; Educational Change; Curriculum Development; High Stakes Tests; Anxiety; Psychological Patterns; Faculty Development; Science Teachers; Barriers; Learning Experience; Biology; Chemistry; Physics; Time Management; Case Studies; High School Teachers; Advanced Placement Programs + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Angst; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lernerfahrung; Biologie; Chemie; Physik; Zeitmanagement; Case study; Fallstudie; Case Study; High school; High schools; Oberschule
Abstract	From 2012-2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, we explored how teachers prepared for and adapted to this reform over a three-year period. Data included four waves of individual interviews with 22 AP Biology and Chemistry teachers across the United States. Data were qualitatively analyzed using emic and etic coding. Four themes were developed from these data: (1) initial perceptions about the reform including uncertainty, anxiety, and excitement, (2) preparation for reform, (3) impact of time, and (4) intersection of affinity toward the reform with time and uncertainty. Although teachers faced a variety of implementation challenges, these did not always influence their professional development (PD) choices. Rather, choices were more often driven by the price and proximity of those activities, resulting in a jumbled mélange rather than a coherent, extended series of learning experiences. Despite a variety of attitudes, beliefs and instructional skills, teacher beliefs about the purpose and value of the reform--over and above their learning experiences--influenced the time needed to transition and to become comfortable with the redesigned course. This study has implications for how teachers may respond to large-scale, top-down, curriculum reforms (e.g., NGSS, Common Core) and how education leaders, policy makers, and PD providers might support teachers in their efforts to adapt efficiently and effectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01