An Action-Research Case Study: The Impact of a Coaching Cycle on Implementation of Next Generation Science Standards within Grade Four Science Classrooms

Autor/in	Hale, Shelby
Titel	An Action-Research Case Study: The Impact of a Coaching Cycle on Implementation of Next Generation Science Standards within Grade Four Science Classrooms
Quelle	(2022), (206 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Bridgeport
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-8425-9
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; COVID-19; Pandemics; Teacher Morale; Action Research; Elementary School Teachers; Adult Learning; Learning Theories; Social Cognition; Faculty Development; Coaching (Performance); Self Efficacy; Science Instruction; Grade 4; Standards; Transformative Learning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Projektforschung; Elementary school; Grundschule; Volksschule; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Soziale Kognition; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; Standard; Pädagogische Transformation
Abstract	Elementary school teachers are faced with numerous challenges when teaching science using the Next Generation Science Standards (NGSS). This action-research case study looked to explore the effects of a coaching cycle on teacher's increased perceived understanding of NGSS and its three-dimensional design as a way to better implement the standards. This study answered the question of how elementary teachers perceive a coaching cycle to impact implementation of NGSS in elementary school science using Malcolm Knowles' Adult Learning Theory (1980), Jack Mezirow's Transformational Learning Theory (1990), and Albert Bandura's Social Cognitive Theory (1986). This study used semi-structured interviews, participant surveys, targeted professional development, and coaching conversations and teacher reflections to provide teachers with the information they needed to improve their self-efficacy for including NGSS in their grade four science classrooms. The findings revealed that the coaching cycle was successful in growing teachers' perception of understanding the NGSS. Teachers increased their participation in NGSS-related professional development time, increased their weekly science teaching time, and grew in their understanding of components of the NGSS. The teacher-participants suggested their perception of the most meaningful component of the coaching cycle while also suggesting improvements to the coaching cycle based on their experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01