Science Teachers' Learning Enhancing Opportunities, Creating Supportive Contexts (2015) / Chapter Skim
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1 Introduction
1 Introduction
Pages 11-26
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From page 11... ...
At the K-12 level, the Next Generation Science Standards (hereafter referred to as the NGSS) (Next Generation Science Standards Lead States, 2013)
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Thus while this report focuses on science teachers, the committee acknowledges the importance of considering how science teachers learn to integrate technology, engineering, and mathematics, into their instruction. The NGSS focus particular attention on how to integrate engineering practices into science instruction.
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Despite decades of efforts to improve science education, most districts and schools lack a coherent approach to supporting science teachers' learning. Recognizing these challenges and the need for guidance in how to address them, the Board on Science Education, within the Division of Behavioral and Social Sciences and Education in collaboration with the Teacher Advisory Council of the Academies, with support from the Merck Company Foundation, convened a 14-member expert committee to undertake a comprehensive study of how to provide coherent support for elementary, middle, and high school science teachers' learning across their careers.
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The committee will review and analyze research challenges, such as appropriate measures of student outcomes and teacher learning and the difficulty of establishing causal links between professional development, teachers' instruc tional practices, and students' outcomes. The committee will outline the research needed to more clearly define learning continuums for science teachers at each stage of their careers.
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. While nearly half of all science teachers at the high school level and 42 percent of those at the middle school level have more than 10 years of science teaching experience (Banilower et al., 2013)
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Teachers participate in organized, formal events designed specifically to educate them, such as induction programs and professional development workshops. Yet while it is important to understand the content and character of such discrete professional development events, the shifting landscape of education has created a much broader array of teacher learning opportunities.
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. Even at the high school level, where science enjoys a relatively secure position, federal and state accountability metrics generally weigh performance in mathematics and English language arts more heavily than performance in science.
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Especially in larger urban settings, these providers are changing the landscape of education for students and of professional learning for teachers. The traditional school district is not the only unit managing schools, and traditional public schools are partnering in new ways with outside actors as well.
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Generally, there are fewer individuals with expertise in science and science pedagogy than individuals with comparable expertise in English language arts and mathematics available within the school or district, and many administrators do not have science backgrounds. Lack of science expertise among district and school leaders can have implications for selecting curriculum materials, observing classroom instruction, making hiring decisions, and allocating resources for professional learning opportunities in science (National Research Council, 2015)
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SOURCES AND STANDARDS OF EVIDENCE In carrying out its charge, the committee examined and synthesized research on science teaching and learning, science teacher induction and professional development, teacher induction and professional development more generally, and the teacher workforce. We focused primarily on studies of science teachers.
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To provide descriptive summaries and conclusions about such topics as available learning opportunities for science teachers and the nature of the K-12 science teaching workforce, we relied on all types of research and on state- and national-level survey and administrative data. Descriptive evidence often is essential for understanding current conditions, in preparation for contemplating change.
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Chapter 3 contrasts this vision with current teaching and learning, illuminating the gap between the vision and the present reality. Chapter 4 provides an overview of the current K-12 science teaching workforce and Chapter 5 outlines a set of learning needs for science teachers to support them in achieving the vision.
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From page 23... ...
Research on these models generally is less well developed than that on more formal professional development but holds promise for enhancing teachers' learning across their careers. Chapter 8 then considers the broader context for teaching learning -- administrative support, use of time, allocation of resources and space, the place of science in the curriculum -- and identifies some of the policies and practices likely to help catalyze and support effective strategies for furthering teachers' learning.
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From page 24... ...
. The Status of Middle School Science Education in California.
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Committee on Enhancing Professional Development for Teachers, National Academies Teacher Advisory Council. Center for Education, Divi sion of Behavioral and Social Sciences and Education.
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. A review of research on the impact of professional learning communities on teaching practice and student learning.
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