Science Teacher Agency During State Standard Implementation: A Qualitative Interview Study
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| Publicado en: | ProQuest Dissertations and Theses (2025) |
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| Resumen: | This qualitative interview study dissertation research explored teacher individual and collective sensemaking efforts surrounding implementation efforts of the 2023 NCSCOS k-12 biology standards. In alignment with the Next Generation Science Standards (NGSS) (Lead States, 2013), this state level science educational reform was in a roll-out year at the time of the study. Eight teachers were recruited through convenient and snowball sampling from two districts and include five public schools and one charter school. They participated in an individual semi-structured interview and one focus group. Data analysis techniques included deductive pattern analysis against the literature review framework for sensemaking, characteristics of teachers as change agents (van der Heijden et al., 2015), and notions of alignment & accountability (Coburn et al, 2016). Findings show that agentic teachers are actively working to implement the new standards into their classrooms but struggle with finding appropriate aligned resources. Teachers are creating their own and modifying existing materials. Accountability pressure in the roll-out year of this study is very low. Implications for research surrounding teacher implementation of educational reform and the impact of the reform timing are included. Recommendations for professional application for states and districts are addressed and applications for districts to assist with implementation efforts in the future are also discussed. |
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| ISBN: | 9798290952505 |
| Fuente: | ProQuest Dissertations & Theses Global |