National Efforts to Reform Elementary Science Instruction: The State Response

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Curriculum and Instruction at Multiple Policy Levels in the Era of the Every Student Succeeds Act

Abstract

The Next Generation Science Standards reflect a new iteration of standards-based reform seeking to improve teaching and learning through adoption of ambitious teaching standards. While prior research has examined state policy contexts for standards-based reform in mathematics and ELA, researchers have yet to give commensurate attention to science education reform, particularly at the elementary level. This paper uses a cross-case analysis of 12 states to explore how the constellation of government agencies, advocacy and professional groups, academic centers, and non-profits interact to frame the agenda for (and resources supporting) science education reform. This research, in turn, establishes a foundation for further research that examines how state policy contexts are supporting (or not) collaborative, systemic instructional improvement, particularly for historically-marginalized students.

Authors

• Angela Lyle, University of Michigan - Ann Arbor

• Christa Haverly, Northwestern University

• Donald J. Peurach, University of Michigan

• James P. Spillane, Northwestern University

• Elizabeth A. Davis, University of Michigan