Understanding Teacher Instructional Change: The Case of Integrating NGSS and Stewardship in Professional Development

Autor/inn/en	Hayes, Kathryn N.; Wheaton, Mele; Tucker, Deborah
Titel	Understanding Teacher Instructional Change: The Case of Integrating NGSS and Stewardship in Professional Development
Quelle	In: Environmental Education Research, 25 (2019) 1, S.115-134 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1396289
Schlagwörter	Educational Change; Teaching Methods; Environmental Education; Faculty Development; Outcomes of Education; Science Education; Engineering Education; Teacher Attitudes; Accountability; Educational Environment; Attitude Change; Standards; Educational Philosophy; Urban Schools; Elementary School Teachers; Middle School Teachers; High School Teachers; California (Los Angeles) + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lernleistung; Schulerfolg; Naturwissenschaftliche Bildung; Ingenieurausbildung; Lehrerverhalten; Verantwortung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Attitudinal change; Einstellungsänderung; Standard; Bildungsphilosophie; Erziehungsphilosophie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	The environmental education (EE) field has encountered persistent challenges in fostering the integration of EE practices in public schools, a challenge that may be addressed through integration of EE with the Next Generation Science Standards (NGSS) in the United States. In addition to the potential for fostering EE, the integration of EE and NGSS may provide a unique set of conditions for understanding how and why teachers shift their practice to incorporate more EE in their classrooms. Using a mixed methodology research design, this study examines the outcomes and processes of a professional development institute that integrated NGSS and student-driven environmental stewardship. This study provides evidence that integrating NGSS Science and Engineering Practices with stewardship may help infuse EE into classrooms. The research also contributes to theoretical understanding of the processes by which professional development shapes teacher change within an organizational context. Specifically, teacher instructional change was predicated on a shift in their beliefs that stewardship was possible in a standards and accountability-based educational context. The requisite shift in beliefs came about through the expectations and supportive resources provided by the professional development, teacher observation of student engagement, and the justification NGSS integration provided for stewardship activities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01