Sensemaking in the System: Understanding Local Variability in Science Standards Implementation

• In Event: AERA Poster Session Wednesday 1:45pm
  In Poster Session: Supporting Sensemaking in Science Teaching and Learning

Abstract

This study examines how Pennsylvania district-level administrators interpret and implement the state’s new science standards, which bring engineering, technology, environmental literacy, and sustainability into the state's accountability measures for the first time. Using a complex systems approach, we analyze survey data from 46 districts to understand local adaptations in professional learning, curriculum development, and instructional time. Findings reveal strong regional reliance on intermediate units for administrators’ learning, variation in curriculum adoption approaches, and increased elementary STEM time. Despite shared standards and state guidance, district responses varied greatly which calls to light the complexity within this system. These insights contribute to understanding how local actors make sense of policy within complex educational systems, informing future efforts in equitable science education reform.

Authors

• Kathryn M. Bateman, Pennsylvania State University - Harrisburg

• Amy E Long, Lock Haven University