Next Generation Science Standards: A National Mixed‐Methods Study on Teacher Readiness

Haag, Susan; Megowan, Colleen

doi:10.1111/ssm.12145

Cited by 37 publications

(39 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Providing professional development for teachers is essential and several studies have proved so (Colwell et. al., 2014;Haag & Megowan, 2015: Micheal, et al, 2016Tondeur, et al, 2016;Sibert, & Rieg, 2016). However, identifying, the right professional development is critical.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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

Harris¹,

Sithole²,

Kibirige³

2017

JETS

View full text Add to dashboard Cite

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.

show abstract

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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

Harris¹,

Sithole²,

Kibirige³

2017

JETS

View full text Add to dashboard Cite

show abstract

“…The NGSS expect teachers to shift classroom pedagogy largely to an inquiry and project based approach to learning. Haag and Megowan (2015) found that teachers trained in the use of modeling instruction, one type of inquiry-based learning, expressed greater self-assessed readiness to implement the NGSS than their peers who had not received training in modeling instruction.…”

Section: Description Of the Theoretical Frameworkmentioning

confidence: 95%

“…Resistance to the implementation of the NGSS, both in terms of content and pedagogy exists (Haag & Megowan, 2015). Simply mandating a curriculum change will not in and of itself change the curriculum, unless steps are taken to help all stakeholders and actors to understand the change (Priestley, 2011).…”

Section: Locus Of Controlmentioning

confidence: 99%

See 1 more Smart Citation

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Shapiro¹

View full text Add to dashboard Cite

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 nonreceptive 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.

show abstract

“…Despite the fact that this approach should facilitate teaching, it possesses certain challenges for tutors at the initial stage of implementation (Haag & Megowan, 2015). A recent study reveals that the teachers require more time to learn utilizing the modern technologies in classroom practices (Kennedy, Rhoads, & Leu, 2016).…”

Section: Importance Of the Problemmentioning

confidence: 99%

A Systematic Review: The Next Generation Science Standards and the Increased Cultural Diversity

Asowayan¹,

Ashreef²,

Omar³

2017

ELT

View full text Add to dashboard Cite

This systematic review aims to explore the effect of NGSS on students' academic excellence. Specifically, considering increased cultural diversity, it is appropriate to identify student's science-related values, respectful features of teachers' cultural competence, and underlying challenges and detect in what ways these objectives are addressed by NGSS. Exploring the phenomena of effects, the qualitative evidence is collected. The sample consists of 52 academic entries (empirical researches and case studies) that shed light on the researched question. Summarized data is processed using thematic analysis. The findings reveal that modern students possess such science-related values as social presence, decreased power distance with tutors, simplicity of learning process, multitasking, universal accessibility of learning instruments, readiness to work with big data, readiness to use online software and tools. Simultaneously, teachers are expected to have such cultural competencies as cultural sensitivity, online mentoring, gut feeling about the proper power distance, and social presence. The lack of these competencies results in the emergence of various challenges in an educational setting.

show abstract

Next Generation Science Standards: A National Mixed‐Methods Study on Teacher Readiness

Cited by 37 publications

References 27 publications

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

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

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

A Systematic Review: The Next Generation Science Standards and the Increased Cultural Diversity

Contact Info

Product

Resources

About