Exploring Shifts in the Characteristics of US Government-Funded Science Curriculum Materials and Their (Unintended) Consequences

Autor/inn/en	Pareja Roblin, Natalie; Schunn, Christian; Bernstein, Debra; McKenney, Susan
Titel	Exploring Shifts in the Characteristics of US Government-Funded Science Curriculum Materials and Their (Unintended) Consequences
Quelle	In: Studies in Science Education, 54 (2018) 1, S.1-39 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
DOI	10.1080/03057267.2018.1441842
Schlagwörter	Science Curriculum; Science Materials; Federal Aid; Educational Change; Educational Trends; Grants; Curriculum Development; Funding Formulas; Elementary Secondary Education; Trend Analysis; Policy Analysis; Regression (Statistics); Material Development; Relevance (Education); Public Agencies; Science Projects; Content Analysis; Delivery Systems; Research and Development; School Support; Statistical Analysis; Interviews + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsentwicklung; Grant; Finanzielle Beihilfe; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Funding; Finanzierung; Trendanalyse; Politikfeldanalyse; Regression; Regressionsanalyse; Lehrmaterialentwicklung; Relevance; Relevanz; Öffentliche Einrichtung; Science; Project; Wissenschaft; Projekt; Inhaltsanalyse; Auslieferung; Forschung und Entwicklung; Schulförderverein; Statistische Analyse; Interviewing; Interviewtechnik
Abstract	Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current portfolio review provides insight into these consequences by examining shifts in the characteristics of K-12 science curriculum materials funded during two time periods with differing funding priorities. Findings revealed a move away from comprehensive curricula, increased reliance on technology-based materials, a growing trend towards open access, but also a decrease in teacher supports. While these shifts may enhance teachers' flexibility to shape curriculum, they also increase the challenge of ensuring curricular coherence. Recommendations are outlined for policymakers, science education researchers, and curriculum developers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01