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ERIC Number: EJ1426939
Record Type: Journal
Publication Date: 2024
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2690-9251
EISSN: N/A
Pedagogy vs. Reality: An Investigation of Supports and Barriers When Implementing NGSS Storylines
Blake Touchet; Diane Wright; Lin Andrews
Research Issues in Contemporary Education, v9 n1 p46-76 2024
Over the course of a two-year curriculum field test study that implemented a curriculum-based professional learning framework, we investigated the factors that influenced teachers' willingness and ability to implement NGSS-aligned, phenomenon-based storylines for teaching the nature of science, evolution, and climate change. Through qualitative data collected from interviews and lesson evaluation surveys from 25 middle and high school science teachers, we identified potential implementation barriers and support structures relating to organizational culture as well as curriculum and instruction at the classroom, school, community, and systemic levels. The data indicate that lack of administrative support, time constraints, difficulty with student sense-making, and mismatched classrooms are the largest barriers to implementation, while curriculum-based professional learning including working through the lessons from a student perspective, peer collaboration, autonomy, and flexibility were the largest predictors of successful implementation. Administrators can play a large role in providing successful supports and removing barriers for teachers implementing NGSS-aligned, phenomenon-based lessons.
Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A