Influences on Urban Science Teachers' Implementation of the Common Core for English Language Arts

• In Event: Poster Session 2
  In Poster Session: Science Teaching and Learning SIG Poster Session 2

Abstract

This three-year, mixed methods study explored science teacher beliefs, perceptions and practices surrounding the implementation of the Common Core State Standards (CCSS) for ELA within the context of their Interdisciplinary Science Inquiry (ISI) - based instruction. It was situated within an NSF-funded teacher professional development program between 12 urban schools and 2 public universities in the North Eastern United States. This study found that science teachers’ beliefs related to science teaching have the greatest influence on their implementation of the CCSS for ELA and teachers who approach science teaching using constructivist and reform-based methodologies meet more of the CCSS for ELA student portraits than their colleagues who use more didactic models of science teaching.

Authors

• Michelle R. Eades-Baird, NY

• Xiufeng Liu, University at Buffalo - SUNY

• H. Emily Hayden, Iowa State University