Managing the English Language Arts and Mathematics Primacy Dilemma in Elementary Science Classrooms: A Comparison of Three Case Studies (Poster 8)

• In Event: System-Building for Improving Elementary Science Teaching and Learning: From the Classroom to the Central Office

Abstract

Purpose
Literacy and mathematics are prioritized in elementary schools, with consequences for time and attention on science (NASEM, 2022). This paper analyzes three case studies of strategies districts use to manage this dilemma (as described in Authors, 2022) to maintain some focus on elementary science. 

Theoretical Framework
Previous work has theorized three strategies school systems leverage for managing the dilemma of literacy and mathematics prioritization: (1) integrating science with other subject areas, (2) hiring science specialists or departmentalizing grade level teams, and (3) leveraging science curriculum materials to put more emphasis on science instruction (Authors, 2022). This framework highlights the fact that dilemmas facing system leaders are school-subject specific and are related to system-building efforts in other subject areas. They are also embedded in the structural and organizational arrangements of school systems.

Modes of Inquiry
We use a comparative case study design (Yin, 2014) to explore methods of addressing dilemmas in elementary science education using three illustrative cases of dilemma management.

Data/Analysis
We gathered and analyzed data across three school districts, including interviews with 20 district leaders, 6 school leaders, and three classroom teachers; three observations of science teaching; and 24 artifacts, including samples of curriculum materials and classroom schedules. We engaged in inductive and deductive coding, as well as analytic memo writing (Saldaña, 2016), including constructing individual case study narratives of each dilemma management strategy in action.

Findings
Based on our analysis and contextualizing teacher behavior through the dilemmas intrinsic to elementary science education, we provide three cases for methods of dilemma management falling into three categories.
1. Integration of science and ELA/mathematics:
First-grade teacher Dana took special care to integrate science time into the ELA block, effectively allowing her to extend her ELA block from 90 to 120 minutes, by (a) adding on a hands-on science lesson, (b) building in science journaling to her centers rotation, and (c) integrating science passages into shared reading time. The district supported her integration through the provision of science and ELA curricular materials that made such a strategy possible, though her and her grade level team’s approach was unique in the school.
2. Specialization of teachers to enhance science education:
Third-grade science and social studies teacher Kyler leveraged sophisticated district administrative infrastructure to receive PD from both the school-based instructional coach and the district elementary science coordinator. His specialization meant that Kyler could focus directly on the NGSS in his coaching sessions to make sure that the standards and curriculum aligned.
3. Adopting district-provided curricular materials:
Whereas Kyler primarily leveraged district infrastructure, first-grade teacher Jordie benefitted from a regional inter-district STEM network that provided curricular materials designed to improve science instruction. Jordie’s high degree of fidelity in adhering to these materials in coordination with curriculum-based PD, both increased her self-efficacy in science teaching and aligned her teaching with the NGSS.

Significance
This paper contributes to understanding education system building for elementary science by investigating three cases of dilemma management that put increased emphasis on science instruction in elementary classrooms.

Authors

• Christa Haverly, Northwestern University

• Alexandre Brunet, Northwestern University

• Emily Seeber, University of Michigan

• Angela Lyle, University of Michigan

• Elizabeth A. Davis, University of Michigan