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High School Science Teachers' Receptivity to the Next Generation Science Standards : = An Examination of Discipline Specific Factors.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	High School Science Teachers' Receptivity to the Next Generation Science Standards :/
其他題名:	An Examination of Discipline Specific Factors.
作者:	Shapiro, Lesley Jacqueline.
面頁冊數:	1 online resource (161 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355811049

High School Science Teachers' Receptivity to the Next Generation Science Standards : = An Examination of Discipline Specific Factors.
Shapiro, Lesley Jacqueline.

High School Science Teachers' Receptivity to the Next Generation Science Standards :An Examination of Discipline Specific Factors. - 1 online resource (161 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2018.

Includes bibliographical references

The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry was central to the NSES, science assessment largely addressed factual knowledge acquisition. The NGSS represent a significant practical change for teachers as they mark a return to the ideals specified in the National Science Education Standards (NSES) and Benchmarks for Science Literacy. The purpose of this explanatory sequential, mixed-methods study was to identify and compare the factors that influenced high school science teachers' receptivity to the curricular shifts necessitated by the adoption of the NGSS. The survey data identified three factors as significant predictors of teacher receptivity: teachers' non-monetary cost-benefit analysis, alignment between the NGSS and their current teaching style, and concerns about student readiness. To understand how these factors operate in the classroom, both receptive and non-receptive teachers were interviewed. In terms of cost-benefit analysis, all teachers agree that time is a significant cost. This includes the time it takes to adapt lessons to the NGSS, and the time it takes to teach in a way that integrates the three parts of the NGSS which are the practices of science and engineering, the crosscutting concepts, and the disciplinary core ideas. In terms of alignment between their teaching style and the NGSS, teachers talked about the lack of examples of what NGSS-aligned instruction looks like and the dearth of accessible high quality professional development. Finally, concerns about students' readiness focused on both inadequate preparation for college-level science coursework and deficits in science instruction in the lower grades.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355811049Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

High School Science Teachers' Receptivity to the Next Generation Science Standards : = An Examination of Discipline Specific Factors.
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