Examining Student Work for Evidence of Teacher Uptake of Educative Curriculum Materials

Autor/inn/en	Bismack, Amber Schultz; Arias, Anna Maria; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan
Titel	Examining Student Work for Evidence of Teacher Uptake of Educative Curriculum Materials
Quelle	In: Journal of Research in Science Teaching, 52 (2015) 6, S.816-846 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21220
Schlagwörter	Material Development; Science Curriculum; Energy; Science Instruction; Teaching Methods; Outcomes of Education; Scientific Research; Course Content; Educational Change; Grade 4; Elementary School Teachers + Suchen Sie Ihr Suchwort? Lehrmaterialentwicklung; Energie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Kursprogramm; Bildungsreform; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this study was to identify evidence in student work of teachers' uptake of educative features in educative curriculum materials. These are features in curriculum materials designed with the specific intent of supporting teacher learning and enactment. This study was prompted by previous work on educative curriculum materials and the need to determine how teachers' use of educative curriculum materials can influence student learning. Student work from two fourth-grade teachers' enactment of an electric circuits unit was analyzed for evidence of teachers' uptake of educative features, which included characteristics of quality for particular science practices. Findings from the student work revealed that the teachers used many of the supports in the educative curriculum materials, especially those that could be used directly with students. The student work also reflected characteristics of high-quality science practices, which were only supported within the educative features. This study supports and extends other work related to how teachers' use of educative curriculum materials may influence student learning and has implications for supporting teachers' productive engagement in teaching that supports the integration of science content and scientific practices, as emphasized in current reform efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01