A study of science leadership and science standards in exemplary standards-based science programs
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| 出版年: | ProQuest Dissertations and Theses (2014) |
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| 出版事項: |
ProQuest Dissertations & Theses
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| オンライン･アクセス: | Citation/Abstract Full Text - PDF |
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| 001 | 1617552451 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 978-1-321-20372-1 | ||
| 035 | |a 1617552451 | ||
| 045 | 2 | |b d20140101 |b d20141231 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a Carpenter, Wendy Renae | |
| 245 | 1 | |a A study of science leadership and science standards in exemplary standards-based science programs | |
| 260 | |b ProQuest Dissertations & Theses |c 2014 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a The purpose for conducting this qualitative study was to explore best practices of exemplary standards-based science programs and instructional leadership practices in a charter high school and in a traditional high school. The focus of this study included how twelve participants aligned practices to National Science Education Standards to describe their science programs and science instructional practices. This study used a multi-site case study qualitative design. Data were obtained through a review of literature, interviews, observations, review of educational documents, and researcher's notes collected in a field log. The methodology used was a multi-site case study because of the potential, through cross analysis, for providing greater explanation of the findings in the study (Merriam, 1988). This study discovered six characteristics about the two high school's science programs that enhance the literature found in the National Science Education Standards; (a) Culture of expectations for learning-In exemplary science programs teachers are familiar with a wide range of curricula. They have the ability to examine critically and select activities to use with their students to promote the understanding of science; (b) Culture of varied experiences-In exemplary science programs students are provided different paths to learning, which help students, take in information and make sense of concepts and skills that are set forth by the standards; (c) Culture of continuous feedback-In exemplary science programs teachers and students work together to engage students in ongoing assessments of their work and that of others as prescribed in the standards; (d) Culture of Observations-In exemplary science programs students, teachers, and principals reflect on classroom instructional practices; teachers receive ongoing evaluations about their teaching and apply feedback towards improving practices as outlined in the standards; (e) Culture of continuous learning-In exemplary science programs teachers value continuous personal development, teachers are provided on-going science professional development opportunities to improve instructional practices, teachers reflect and share professional practices, and teachers establish professional learning communities within their classrooms; and (f) Culture of shared leadership-In exemplary science programs instructional leadership purposes and values are consistently shared among all stakeholders which are outlined in the standards. These results are potentially useful for understanding exemplary standards-based science programs and science instructional leadership practices as a model for science programs trying to improve science education so that all students can have a true scientific learning experience. | |
| 653 | |a Secondary education | ||
| 653 | |a Science education | ||
| 653 | |a Education policy | ||
| 653 | |a Educational Quality | ||
| 653 | |a Educational Benefits | ||
| 653 | |a Early Reading | ||
| 653 | |a Educational Practices | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Instructional Leadership | ||
| 653 | |a Mathematics Education | ||
| 653 | |a Case Studies | ||
| 653 | |a Educational Change | ||
| 653 | |a Beginning Teachers | ||
| 653 | |a Data Analysis | ||
| 653 | |a Federal Programs | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a Engineering Education | ||
| 653 | |a Educational Researchers | ||
| 653 | |a Science Teachers | ||
| 653 | |a Grade 4 | ||
| 653 | |a Science Programs | ||
| 653 | |a Standardized Tests | ||
| 653 | |a Secondary School Students | ||
| 653 | |a Science Curriculum | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2014) | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/1617552451/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/1617552451/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |