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ERIC Number: EJ1050349
Record Type: Journal
Publication Date: 2014-Jun-23
Pages: 35
Abstractor: As Provided
ISSN: EISSN-1068 2341
De-Marginalizing Science in the Elementary Classroom by Coaching Teachers to Address Perceived Dilemmas
Berg, Alissa; Mensah, Felicia Moore
Education Policy Analysis Archives, v22 n57 Jun 2104
This study identifies and explores the dilemmas experienced by three first-grade teachers in teaching elementary school science. The impact of coaching and teachers' career stages on how teachers reconcile their dilemmas was examined. Results of this comparative case study indicate teachers perceived tensions between focusing instructional practice on science versus the other school subjects, tensions between their responsibility to teach science and their lack of a science background, and tensions between using their curriculum as a script, supplement, starting point, or not all. Participants reconcile their common dilemmas in different ways. Extent of teaching experience; comfort level with teaching reading, writing, and mathematics; and the sense of accountability teachers feel to teach science are related to how effectively dilemmas are addressed. The amount of time spent with the science coach-researchers is tied to the amount of time science is taught and the extent to which teachers address dilemmas in reform-oriented ways
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A