Sustaining shifts in science teaching through a research–practice partnership

Abstract

This study examines shifts in science teachers' (N = 15) beliefs and practices within the context of a research–practice partnership (RPP) that developed and implemented curriculum modules in middle school science classrooms. Interview, document, and observation data gathered over the course of the project indicate that the vast majority of teachers intended to continue using the curriculum modules in their classrooms for the foreseeable future. These data also documented potential shifts in teacher attitudes and practices inspired by the modules. Among teacher participants, there were clear examples of teachers modifying other lesson plans to resemble key components of the modules, using module implementation as a context for developing proficiency with inquiry‐oriented teaching, and revisiting or drawing connections to the modules when teaching other science content. The study also documented the typical sequence of shifts in teachers' beliefs and practices, with findings indicating that teacher beliefs were most powerfully influenced by their observations of student performance and engagement during module implementation. By following teachers' beliefs and practices beyond the official implementation timeline of the project, the study lends insight into the ways in which curriculum resources developed in the context of RPPs may have a lasting impact at the classroom level.