Disciplinary Literacies for Science: Understanding How Teachers Enact Educational Reforms
Year: 2024
Type: book-chapter
Abstract: The purpose of this study was to explore science teacher beliefs, perceptions, and practices surrounding the implementation of the New York State, K-12 Science Learning Standards (NYSK12SLS) and Next Generation Learning Standards for Literacy in History/Social Studies, Science and Technical Subjects (NYSNGLS-L). Situated within an NSF-funded teacher professional development (PD) program, this study utilized a multiple case study research design to investigate the challenges teachers encountered when implementing science inquiry and disciplinary literacy reforms. The results from this mixed-methods, multiple case study demonstrate that there are distinct teacher implementation patterns that can serve as a guide to customize PD experiences for teachers implementing these standards. The findings of this study have implications for all stakeholders involved in educational reforms and developing high-quality in-service teacher professional development.
Authors: Michelle R. Eades-Baird, H. Emily Hayden
Institution: Empire State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4405571925