Exploring the Allocation of Time for Science in Urban Elementary Schools Implementing Comprehensive School Reform

• In Event: Emerging Years of Schooling

Abstract

Although time is acknowledged as a crucial resource for science instruction, time for science remains scarce in urban elementary schools. This mixed methods study examines the implications of one approach to school improvement – comprehensive school reform - for the allocation of time for science in urban elementary schools. The results of a survey of elementary teachers (n = 109) informed a comparative case study of time allocation in three comprehensive school reform models: Core Knowledge, Direct Instruction, and International Baccalaureate. Focus groups and individual interviews were conducted with K-5 teachers in two schools implementing each reform model. Analysis of focus group and interview data suggest important differences in time allocated for science across the three comprehensive school reform models.

Author

• Jessica Gale, Georgia Institute of Technology