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ERIC Number: EJ1067266
Record Type: Journal
Publication Date: 2015-Aug
Pages: 31
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-4308
Examining Student Work for Evidence of Teacher Uptake of Educative Curriculum Materials
Bismack, Amber Schultz; Arias, Anna Maria; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan
Journal of Research in Science Teaching, v52 n6 p816-846 Aug 2015
The purpose of this study was to identify evidence in student work of teachers' uptake of educative features in educative curriculum materials. These are features in curriculum materials designed with the specific intent of supporting teacher learning and enactment. This study was prompted by previous work on educative curriculum materials and the need to determine how teachers' use of educative curriculum materials can influence student learning. Student work from two fourth-grade teachers' enactment of an electric circuits unit was analyzed for evidence of teachers' uptake of educative features, which included characteristics of quality for particular science practices. Findings from the student work revealed that the teachers used many of the supports in the educative curriculum materials, especially those that could be used directly with students. The student work also reflected characteristics of high-quality science practices, which were only supported within the educative features. This study supports and extends other work related to how teachers' use of educative curriculum materials may influence student learning and has implications for supporting teachers' productive engagement in teaching that supports the integration of science content and scientific practices, as emphasized in current reform efforts.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: 1007753