STEM Is Elementary: Challenges Faced by Elementary Teachers in the Era of the Next Generation Science Standards

Isabelle, Aaron D.

doi:10.1080/00131725.2016.1242678

Cited by 9 publications

(6 citation statements)

References 2 publications

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“…Several researches have been employed in the study of NGSS (Boesdorfer, & Staude, 2016;Hoeg & Bencze, 2017;Huff, 2016;Isabelle, 2017;Penuel, Harris, & DeBarger, 2015). A study on elementary school teachers highlighted the need for teachers to engage students in making observations, explanations, predictions, compare when sorting object and engage in experiments which require using spatial thinking skills (Isabelle, 2017).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…A study on elementary school teachers highlighted the need for teachers to engage students in making observations, explanations, predictions, compare when sorting object and engage in experiments which require using spatial thinking skills (Isabelle, 2017). Huff (2016) noted that coordinating changes can be challenging but not necessarily impossible.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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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

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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.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

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

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“…All of these standards together frame what a student needs to know at each grade level to be college and career ready. However, the standards alone may not be the change in education that is required to raise students' achievement and attainment in international assessments (English & King, 2015;Isabelle, 2017). Rather, the key might be how students learn the standards through the curriculum.…”

Section: Research Background and Problem Statementmentioning

confidence: 99%

Examining the Relationship between Teachers’ Perception and their Receptivity of Curriculum Integration at American Schools in Dubai, UAE

Saleh

Shaker

2021

MJHSS

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Any inquiry into a shift in the teaching practices and/or curriculum reform motion involves a coincident study on teachers' perceptions and their receptivity towards those practices and/or reform. This study assesses the relationship between teachers' perceptions and their receptivity of the curriculum integration approaches at American curriculum schools in Dubai, UAE. It aims to examine whether the perceptions and the receptivity of the teachers towards curriculum integration models are correlated. Fogarty's ten models of curriculum integration inform the theoretical framework. A quantitative, non-experimental survey constitutes the research approach and the lens of the postpositivism forms the research paradigm. A sample of 275 Math, Science and English teachers working at American curriculum schools in Dubai, represents the study participants. The findings show an overall positive teachers' perception towards curriculum integration and finds a positive correlation between teachers' perceptions and their receptivity to curriculum integration. Though teachers consider curriculum integration complicated and require major shift in the teaching practices, and has heavy work load, they show confidence towards curriculum integration. The presence of a positive correlation could suggest offering and incorporating curriculum integration servicing in the servicing of the school staff to increase their awareness and prepare them for curriculum reform towards integration in subjects. These findings could be generalized and could inform the education authorities to look for ways for driving the motion away from the subject-based curriculum through planning and conducting professional development about the different models of integration when in-servicing teachers at their schools. Keywords: Curriculum Integration, Teacher Perception, Teacher Receptivity, Dubai Schools

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“…Teachers also must consider how to best align these NGSS‐focused science learning opportunities to the learning standards in other disciplines, such as English language arts and mathematics, and how to address the language demands that specific student populations, such as English language learners, will encounter during NGSS‐aligned instruction (Lee et al, 2013; Lee, 2017; Tolbert et al, 2014). These challenges can surface no matter what the science instructional focus is or what curriculum materials teachers are using to address the NGSS, although research has indicated that learning opportunities in teacher education and professional development can help teachers address these challenges and learn to engage in more NGSS‐aligned instructional practice (Hanuscin & Zangori, 2016; Isabelle, 2017; Kang et al, 2019; Sinapuelas et al, 2018; Tuttle et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions

Mikeska¹,

Cisterna²,

Lakhani

et al. 2022

Science Education

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Despite the importance of developing elementary science teachers' content knowledge for teaching (CKT), there are limited assessments that have been designed to measure the full breadth of their CKT at scale. Our overall researchassessments, content knowledge for teaching, elementary science, matter and its interactions, pedagogical content knowledge High-quality science instruction requires that science teachers leverage their content knowledge for teaching (CKT) in the work of teaching (National Research Council, 2012; NGSS Lead States, 2013). CKT refers to the professional knowledge that teachers draw upon as they engage in the work of teaching in a specific discipline (Loewenberg Ball et al., 2008). The main focus here is on the application-or use-of their knowledge in the actual tasks of teachingfor example, the knowledge that teachers use when they prepare for, enact, and reflect on their instruction with students. CKT includes both subject matter knowledge, as well as other forms of practice-based knowledge that are directly tied to the work of teaching-what is commonly referred to as teachers' specialized and pedagogical content knowledge. In the area of science this includes knowledge about how students think about, engage in, and learn about specific scientific practices and concepts, as well as knowledge about various instructional strategies and tools science teachers can draw upon to develop students' learning (Carlson et al., 2019;Mikeska et al., 2020;Schneider & Plasman, 2011).In science education, research has indicated that CKT, particularly science teachers' pedagogical content knowledge, can be quite nuanced and variable across subjects, topics, concepts, and even knowledge components (e.g., knowledge of student ideas vs. knowledge of instructional strategies) (

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STEM Is Elementary: Challenges Faced by Elementary Teachers in the Era of the Next Generation Science Standards

Cited by 9 publications

References 2 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

Examining the Relationship between Teachers’ Perception and their Receptivity of Curriculum Integration at American Schools in Dubai, UAE

Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions

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