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Comprehensive School Reform and Elementary Science Education : = A Study of Science Education in the Context of Three School Reform Models.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Comprehensive School Reform and Elementary Science Education :/
其他題名:	A Study of Science Education in the Context of Three School Reform Models.
作者:	Gale, Jessica D.
面頁冊數:	1 online resource (263 pages)
附註:	Source: Dissertations Abstracts International, Volume: 74-03, Section: A.
Contained By:	Dissertations Abstracts International74-03A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3522263click for full text (PQDT)
ISBN:	9781267543080

Comprehensive School Reform and Elementary Science Education : = A Study of Science Education in the Context of Three School Reform Models.
Gale, Jessica D.

Comprehensive School Reform and Elementary Science Education :A Study of Science Education in the Context of Three School Reform Models. - 1 online resource (263 pages)

Source: Dissertations Abstracts International, Volume: 74-03, Section: A.

Thesis (Ph.D.)--Emory University, 2012.

Includes bibliographical references

In spite of decades of reform, science education continues to receive minimal attention in urban elementary schools. Although the marginalization of science at the elementary level likely results from a complex set of interrelated factors, recent scholarship suggests that tensions may exist between science education reform and the reform agendas that predominate in urban school districts (Apple, 2006; Hatch, 2002; Pringle & Carrier Martin, 2005; Tate, 2001). Drawing on a conceptual framework that describes the forces and conditions that shape science teaching and learning in urban schools (Knapp and Plecki, 2001), this study examined the relationship between comprehensive school reform and elementary science education in one urban school district. Utilizing survey data, focus groups, interviews, document analysis, and classroom observations, this study examined elementary science education within the context of three comprehensive school reform models: Core Knowledge, Direct Instruction, International Baccalaureate. Specifically, patterns and differences in elementary teachers' personal agency beliefs (Ford, 1992), science teaching practices, and the allocation of time for science education within and across reform models were explored. Consistent with pilot study data, across reform models, teachers tended to express positive capability beliefs; however, teachers in Direct Instruction schools were more likely than teachers in the Core Knowledge and International Baccalaureate reform models to evince negative beliefs about their science teaching context. Substantive differences in science teaching practices and the allocation of time for science were also observed and reported by teachers across the three reform models. Implications for theory, research, and practice are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781267543080Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Comprehensive school reformIndex Terms--Genre/Form:

542853
Electronic books.

Comprehensive School Reform and Elementary Science Education : = A Study of Science Education in the Context of Three School Reform Models.
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