System-Building to Improve Access, Quality, and Equity in Elementary Science

Session Type: Symposium

Abstract

This symposium aims to advance understandings of how central offices build systems to improve access, quality, and equity in elementary science instruction at a large scale. For decades, macro-level educational policies have sought to improve students’ educational experiences and outcomes by establishing instructional standards, associated assessments, and system accountability (Author, 2018; Smith & O’Day, 1990). Research on standards-based reform suggests that many teachers will need extensive support to meet ambitious standards (Author, 2018; Author, 2016). This is especially true for elementary teachers responding to the Next Generation Science Standards, an instance in which the equity imperative to improve instruction runs high but teacher content-area knowledge runs low. Thus, we focus here on system-building efforts to support elementary science instruction.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 3: Curriculum and Instruction

Chair

• Elizabeth A. Davis, University of Michigan

Papers

• Study of System-Building for Elementary Science Instruction - Donald J. Peurach, University of Michigan

• System-Building in an Urban School District - Anna Foster, University of Michigan

• System-Building in a Charter School District - Angela Lyle, University of Michigan

• System-Building in a Suburban School District - Christa Haverly, Northwestern University

• Challenges and Dilemmas in System-Building for Elementary Science - James P. Spillane, Northwestern University; Emily Seeber, University of Michigan

Discussant

• Megan Hopkins, WestEd