Examining the Absorptive Capacity of an Elementary School to Expand Data Science Curriculum Development Through a Research-Practice Partnership

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Organizational Change in Teacher Education (Table 8)

Abstract

This study examines the absorptive capacity of an elementary school participating in a multi-year research-practice partnership (RPP) focused on increasing students’ data science literacies. Over three years, our research team co-designed and implemented data science curricular units with teachers after a summer professional development (PD). Subsequently, our teaching partners led summer PD to expand the initiative with seven additional teachers while we provided offsite support. Using cognitive apprenticeship theory and a modified absorptive capacity framework, we qualitatively analyzed journal reflections, interviews, and artifacts to assess the impact of these efforts. Findings highlight the importance of transparent RPP interactions, multi-level instructional supports, and honoring practitioners’ knowledge in building the school’s capacity to sustainably integrate new data science practices.

Authors

• Danielle C. Herro, Clemson University

• Jeremiah Nosakhare Akhigbe, Clemson University

• Ibrahim Oluwajoba Adisa, Stanford University

• Virginia Clark, Clemson University