School Teachers’ Experiences of Science Curriculum Reform

Banner, Indira

doi:10.1080/09500693.2012.665195

Cited by 41 publications

(44 citation statements)

References 32 publications

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“…In England, exam boards compete to sell schools a package of materials: would science textbooks that included such sociological perspectives be marketable? A major study focusing on the enactment and impact of the 2006 science curriculum reform in England has shown empirically that teachers held diverse responses (Ryder & Banner, 2013). These responses suggest that the Twenty First Century Science textbooks, with their current interpretation of SSIs, do not appeal to all science educators.…”

Section: Discussionmentioning

confidence: 99%

Socioscientific Issues and Multidisciplinarity in School Science Textbooks

Morris

2013

International Journal of Science Education

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Section: Discussionmentioning

confidence: 99%

Socioscientific Issues and Multidisciplinarity in School Science Textbooks

Morris

2013

International Journal of Science Education

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“…In some cases this was an explicit outcome of systematic analysis by the study authors (e.g. Fernandez et al, 2008, Miller et al, 2010, Ryder and Banner, 2013. In other cases these factors could be seen within quotes and associated analytic themes.…”

Section: Methods Of Selection and Analysismentioning

confidence: 99%

“…Kirk and MacDonald, 2001, Leander and Osborne, 2008, Ryder and Banner, 2013. For example, Ryder and Banner (2013) analyse interviews with 22 teachers from 19 schools in England.…”

Section: The Individual Teachermentioning

confidence: 99%

“…Kirk and MacDonald, 2001, Leander and Osborne, 2008, Ryder and Banner, 2013. For example, Ryder and Banner (2013) analyse interviews with 22 teachers from 19 schools in England. These teachers are responding to a statutory national curriculum reform that emphasises the teaching of socio-scientific issues and the nature of science, alongside the teaching of canonical science knowledge.…”

Section: The Individual Teachermentioning

confidence: 99%

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Being professional: accountability and authority in teachers’ responses to science curriculum reform

Ryder

2015

Studies in Science Education

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The science curriculum is a focus of repeated reform in many countries. However, the enactment of such reforms within schools rarely reflects the intended outcomes of curriculum designers. This review considers what we know about the experiences and reflections of teachers in the enactment of externally driven school science curriculum E signals a focus on studies of teachers who did not make a proactive choice to adopt a particular curriculum reform initiative. This is a very common experience for teachers in many school systems, and one likely to highlight issues of professionalism and authority that are central to the work of teachers. The review analyses 34 relevant studies. These include studies of national curriculum reform, and also studies focusing on more regional or local curriculum reform activities. The curriculum reform, the response of teacher communities to reform (e.g. within school A T ised T highlights issues of authority, professionalism and the process of meaning-making in response to external curriculum reform. The discussion section identifies important areas for future research and gives recommendations for the design of curriculum policies that recognise and support the professionalism of science teachers.

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“…Below I refer to a study that I was involved in with colleagues at Leeds (Ryder & Banner, 2013). The aim is to draw out, in a specific context, the detail of differing influences on the work of teachers and the role of education policy within this.…”

Section: Personal Internal and External Contexts Of Teachers' Workmentioning

confidence: 99%

Navigating Tensions: Education Policy and the Science Teacher

Ryder

2017

RBPEC

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Teachers of science are constantly experiencing changing education policies that impact on their daily working lives, e.g. a national or state-wide requirement to teach about the nature of science, or a school-wide requirement to use student peer assessment in the classroom. Such policies typically come ‘from outside’; they are not decisions made by individual teachers or small groups of teachers. They also come with authority and, often, powerful mechanisms of accountability, e.g. national assessment of student learning outcomes or teacher appraisal programmes. Teaching involves navigating these shifting policy environments whilst practising personal identity and associated beliefs about teaching. This results in many challenges, but also opportunities, for teachers. This paper elaborates on the form and role of education policy and what this means for teachers of science. Drawing upon studies of how science teachers experience education policy, the contexts of teachers’ work are characterised in terms of personal, internal (to school), and external themes. The paper then suggests features of school policy environments that can support better, and more sustainable, outcomes for teachers and other stakeholders.

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School Teachers’ Experiences of Science Curriculum Reform

Cited by 41 publications

References 32 publications

Socioscientific Issues and Multidisciplinarity in School Science Textbooks

Socioscientific Issues and Multidisciplinarity in School Science Textbooks

Being professional: accountability and authority in teachers’ responses to science curriculum reform

Navigating Tensions: Education Policy and the Science Teacher

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