How Quickly Do They React?

Ortolano, Girolamo; Finn, Julia; Ortolano, Leonard

doi:10.2505/4/tst17_084_07_53

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The most common form of representation communicating a detail on how instructional material was aligned to the NGSS was a table listing how each dimension of the NGSS (DCI, SEP, CCC) maps to the instructional material. The detail of how the material mapped to each of the dimensions varied in detail from a simple lesson number or title (Ortolano et al, 2017) to more descriptive "connections to classroom activity" (Lottero-Perdue et al, 2015). Additionally, authors described either student tasks (Cochrane, 2014), assessment questions (Furtak & Heredia, 2016), or subject matter content (Sultany & Bixby, 2016).…”

Section: Elaboration and Representations Of Alignmentmentioning

confidence: 99%

A content analysis of alignment messages to the Next Generation Science Standards

Tanas

Fulmer

2023

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

Teachers are a critical component to standards-based reform systems, which require that reforms conceived at the national level pass through several layers of the educational system before impacting learning in the classroom. The Next Generation Science Standards (NGSS) are an example of this type of reform and pose significant challenges for alignment between levels given their three-dimensional nature alongside inclusion of ambitious and novel reform ideas. To examine translation of NGSS reforms across levels, we provide a content analysis of alignment messages conveyed to teachers through practitioner literature. Analysis indicates some coherence with national messaging around alignment to performance expectations and science and engineering practices. Additionally, alignment to broader reform ideas like engaging in science practices, integration, engineering, and focus on phenomena were represented to teachers. However, qualitative analysis of these representations indicate that reforms are often superficially portrayed, variably defined, or missing altogether. Findings indicate that teachers receive numerous messages regarding what it means to align to the NGSS and few elaborations on how to operationalize reforms. Our work suggests a need for intentional consideration of how to design representations for practitioners that consider teacher sensemaking around novel reforms. Additionally, we see a need for further development of coherence among the research community regarding alignment to the NGSS and agreement on definition of key reform ideas. Future work should consider how teachers use and understand these representations as they enact the NGSS in their local contexts.

show abstract

Section: Elaboration and Representations Of Alignmentmentioning

confidence: 99%

A content analysis of alignment messages to the Next Generation Science Standards

Tanas

Fulmer

2023

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

show abstract

“…1286 Crosland's writing was indicative of the declinist tone of a range of written literature that addressed the different narratives relating to the economic ails of Britain, and which laid most of the blame on a national decline. 1287 In his research Ortolano notes how the variation in the type of declinist literature ranged from the historical narratives such as the British Economic Policy since the War (1958) by Andrew Shonfield and Anthony…”

Section: Federal Concerns and Political Willmentioning

confidence: 99%

“…and satirical comments in Private Eye. 1288 Crosland's comments merit attention as they reflect a national position exacerbated by the continuation of inequality within British society. In South Wales the lack of a logical and consistent regional strategy and a lack of commitment by successive governments during the 1950s and 1960s hindered regional prosperity.…”

Section: Federal Concerns and Political Willmentioning

confidence: 99%

“Community of Interests” The Creation, Development and Challenges of the Science Faculty at the University College of Swansea, circa 1920 – 1970

Thomas¹

View full text Add to dashboard Cite

This thesis addresses the development of the science faculty at the University College of Swansea from its creation in 1920 to 1970 through the progression of the science departments, the scientific curriculum, and research. While the timeline of the thesis is concentrated in the twentieth century, there is an initial investigation into nineteenth century university curriculum reform to clarify the link to later scientific educational developments and academic relationships with industry and commerce. This thesis argues that it was a framework of communities with its attendant roles of collaborations and networks which supported and shaped academic development both within the institution and in external spaces of influence. The expansion of these communities enabled the growth of the institution’s industrial, commercial, and academic connections at a regional, national, and transnational level. At the core of this research is the previously uncatalogued primary source material which provided an invaluable insight into decades of challenges, reactions, and relations of the individuals of the science faculty’s communities. Furthermore, to place the institution’s academic developments in a wider historical context an interdisciplinary approach was taken using the fields of educational, industrial, and cultural histories accompanied by political and military studies. By using this approach, the thesis determines how well the university college adapted to the challenges of delivering a comprehensive programme of science modules during adverse financial and unfavourable political periods, notably the depression of the 1930s and World War II. In addition, the thesis asserts that the post-war modernisation of the science faculty’s infrastructure was an essential element in ensuring that the University College of Swansea responded positively to the demands of delivering modern academic scientific teaching and research.

show abstract

How Quickly Do They React?

Cited by 2 publications

References 0 publications

A content analysis of alignment messages to the Next Generation Science Standards

A content analysis of alignment messages to the Next Generation Science Standards

“Community of Interests” The Creation, Development and Challenges of the Science Faculty at the University College of Swansea, circa 1920 – 1970

Contact Info

Product

Resources

About