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A state-wide change initiative: The primary science teacher-leader project
Abstract
The Primary Science Teacher-Leader Project was conducted during 1995 and 1996 as part of the Education Department of Western
Australia's Science Project. This paper focuses on the implications of this project for primary science education reform.
It is shown that the project inducted a cadre of skilled and enthusiastic teacher-leaders who impacted on science teaching
in classrooms throughout the state. Quality professional development, networking, time and the provision of modest resources
for teacher-leaders were the major structural factors contributing to the success of the model. Contextual factors included
the readiness for change in primary science among schools and teachers, the collaborative approach to the project by the science
education community in Western Australia and the concurrent publication and implementation of quality teaching materials in
the form ofPrimary Investigations.
... Yet, little is known about the factors influencing the development of science teacher-leaders during school-wide science curriculum development initiatives. Similar to the description provided by Venville, Wallace and Louden (1998), teacher-leaders are defined in this study as those who possess the skills to promote the teaching and learning of science. Typically, a teacher-leader would be considered to possess the leadership skills, knowledge competencies and motivation critical to promoting teaching and learning improvement. ...
... Each of these teachers shared a similar role in that they were primarily responsible for ensuring the school was resourced for the teaching of science. In respect to the description of teacher-leader provided by Venville, Wallace and Louden (1998), all three teachers would not have suggested that they possessed the necessary skills to promote the teaching and learning of science at this stage of their professional journey. All three teachers had a strong interest in the teaching of science and an equivalent science background. ...
This inquiry examines the personal attribute and environmental factors that contribute to and impede science teacher-leader development. Using a narrative approach, the inquiry focuses on the experiences of three teachers in three different New Zealand primary schools (years 1–6) as they develop in their capabilities as science teacher-leaders during sustained schoolwide science delivery improvement projects. Bronfenbrenner's bio-ecological model and Rutter's views on resiliency are used as a foundation for interpreting the science teacher-leader development process. Teachers identify a variety of personal attribute and environmental factors and the interplay between these factors as risk and supportive factors contributing to and impeding their development as science teacher-leaders. Teachers also identify that their development is influenced by several proximal processes that are context and time dependent. Ramifications of this study in the context of general school curriculum, in particular science development, are also considered. © 2006 Wiley Periodicals, Inc. Sci Ed90:348–375, 2006
... Therefore constructivism is an approach in which teachers and learners engage in discourse and problem-solving activities with a view to generate and promote new information (Brooks & Brooks, 1993). Thus, for teachers to successfully implement constructivistteaching approaches in their classroom, they need the support of professional development and new curriculum materials (Venville, Wallace & Louden, 1998). ...
... These findings support a recent report in science teaching and learning in Australia by Goodrum et al. (2001) that quality science is supported by excellent facilities, equipment and curriculum resources including instructional technologies, and with manageable class sizes. This view is also supported by Yager (1991) and Venville, Wallace and Louden (1998) who argue that new curriculum materials and excellent classroom environments are essential for learning by inquiry. ...
This study investigated and described the status and quality of secondary science teaching and learning in Lagos State, Nigeria. Quantitative and qualitative methods were used for gathering research data. Quantitative data were obtained from the surveys of 78 junior secondary science teachers and 500 junior secondary students from three Local Education Districts of Lagos State. Qualitative data on the other hand, were gathered from analysis of national and state curriculum documents and from focus groups of science teachers, school principals, parent association representatives, education officers, teacher educators, representatives of the professional association for science teachers and representatives of examination bodies in Lagos State, Nigeria. Other key stakeholders including scientists in a government establishment and those working in industry were also interviewed.
... All Rights Reserved. Asia-Pacific Forum on Science Learning and Teaching, Volume 3, Issue 2, Article 2, p.5 () Peter AUBUSSON and Kevin WATSON Packaging constructivist Science teaching in a curriculum resource use of professional development associated with the introduction of new materials (Venville, Wallace & Louden, 1998). A point made in PEEL (Baird & Northfield, 1992) was that teachers needed both time and support if they were to implement constructivist teaching approaches. ...
... At each professional development day teachers were encouraged to talk about the experiences they had in their teaching and to identify effective teaching and learning which had occurred, as well as problems which had arisen. The professional development sessions were based on the assumption that teachers could learn from each other, drawing on their different expertise to describe and analyse their work to inform each other (Venville, Wallace & Louden, 1998). The main role played by the researchers was to promote this analysis and discussion and to act as colleagues with different expertise. ...
This paper outlines research that assessed the effectiveness of a curriculum package combined with a professional development program in promoting constructivist science teaching. Six high school science teachers from three schools attended professional development workshops and attempted to implement a science curriculum package which included an emphasis on a constructivist approach (the 5Es) and cooperative learning. The findings suggest that teachers were the critical factor in curriculum innovation, that professional development and the curriculum package influenced implementation, and that a hierarchy of skill and knowledge acquisition is associated with constructivist teaching. In some cases, the curriculum package seemed to improve teaching and learning, in other cases good teaching and learning were hindered.
... Reform proposals need to take account of the link between systemic reform, professional development and teacher change. Venville et al (1998) illustrate this in their study of a successful project for teacher-curriculum leaders in Western Australia. The complexity of provoking deep change in schools is acknowledged in a recent White Paper from the United Kingdom (UK) government: ...
Teachers learn to be teachers. The process is most intense and explicit in the early years of teaching, but continues throughout a teacher's career. Educational reform programmes, school strategies for staff development and individual plans for professional development are based upon views about the conditions, which optimise teachers' learning. This article outlines two complementary accounts that analyse the conditions: Peter Ashworth's work on adult learning as participatory hermeneutics and the authors' own work on active professional location. These accounts are used to examine the conditions for teachers' learning provided in educational reforms at national level, through professional associations and in schools. Examples from the United Kingdom and other countries are analysed, including the model of learning underpinning current government policy in England.
... Reforms that require such change are problematic because they deal with individual teacher's beliefs about their capability (e.g., Bandura, 1997), and hence, require significant support from both a system level and from appropriate mentors (Lumpe, Haney, & Czerniak, 2000). However, there has been criticism of the adequacy of programs of professional development in primary or elementary science education (Dillon, Osborne, Fairbrother, & Kurina, 2000;Loucks-Horsley et al., 1998;Loucks-Horsley & Matsumoto, 1999;Venville, Wallace, & Louden, 1998). The purpose of this paper is to explore teacher professional growth during engagement with a draft of the new Queensland syllabus (QSCC, 1997), a science curriculum innovation which promotes constructivist views, and to provide an insight into the supports and concerns associated with this growth. ...
Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher''s successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher''s practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations.
En este artículo presentamos una revisión bibliométrica de dos categorías fundamentales: la Formación del Profesor como Investigador y las Cuestiones Sociocientíficas. Para tal fin se usaron las plataformas de búsqueda Scielo, Latindex, Dialnet, Wiley, Springer, Web of Science, Google Scholar y Scopus. La revisión minuciosa se hizo para 6 regiones del mundo (Latinoamérica, Norteamérica, Europa, Asia, África y Oceanía) en el periodo comprendido entre los años 2000 y 2017, y fue complementada con una revisión general de literatura relevante disponible desde 1924. En total se seleccionaron 579 artículos, 325 relacionados con el abordaje de Cuestiones Sociocientíficas y 254 correspondientes a la Formación del Profesor como Investigador. El trabajo hecho a partir de publicaciones realizadas en revistas indexadas en todo el planeta, evidencia que debe fortalecerse el estudio de la formación del profesor como investigador desde la escuela. Desde la perspectiva de las Cuestiones sociocientíficas, éstas tienen la posibilidad de constituirse en una estrategia que facilita la Formación del profesor como investigador, a partir de modelos como la investigación colectiva, la cual favorece la configuración de grupos de discusión inter y transdisciplinares y el diálogo de saberes.
There have been a number of recent reform efforts in science education in the U.S., most notably the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013). At the same time, there has been increasing recognition that teacher leadership is an essential ingredient in the success of reforms. Teacher leaders work with colleagues within their schools, districts, and professional organizations, serving a variety of functions that support change (e.g., collaboration, introducing new ideas, supporting the growth of others, etc.) and help ensure that reforms have their intended effect—improving student learning (York-Barr & Duke, 2004).
This chapter profiles research that has explored the role of affect in the teaching of science in Australia particularly on primary or elementary science education. Affect is a complex set of characteristics that relate to the interactions between an individual's knowledge and emotional responses to a stimulus. Thus, there are many dimensions and theoretical frameworks that inform our understanding of how and why people behave in particular ways.
1. Introduction J. Wallace Section 1. Personal initiatives in teacher learning 2. What is the balance? Transcending the dichotomy between teacher-centred and student centred science teaching G. Hoban 3. Teaching science in urban high schools K. Tobin 4. Leading by example within a collaborative staff S. M. Ritchie & D. L. Rigano 5. Challenges to practice, constraints on change: Managing innovation in a South African township school J. Clark Section 2. Collegial initiatives in teacher learning 6. The experience and challenges of teacher leadership in learning technology reform for science education: A tale of TESSI J. Mayer-Smith 7. Enhancing science teachers' pedagogical content knowledge through collegial interaction J. van Driel & D. Beijaard 8. Building a community of science learners through legitimate collegial particpation M. Fleer & T. Grace 9. Redefining leadership: Creating a place for heart and mind in science education reform S. E. Nichols & D. J. Tippins Section 3 Systematic initiatives for teacher learning 10. Leadership, professional development and science teaching: a systematic perspective R.W. Bybee, J. C. Powell, James B. Short & N.M. Landes 11. Science and technology teacher education: Some benchmarks and examples of their implementation C. vanden Borght 12. Systematic teacher development to enhance the use of argumentation in school science activities S. Simon, J. Osborne & S. Erduran 13. Building and sustaining communities of practice beyond the fold: Nurturing agency and action E. Pedretti, L. Bencze & D. Hodson 14. Conclusion John Loughran
Actions speak louder than words. Teachers may verbally agree with curriculum change but seldom do their statements match up with their classroom practice and, as a result, the intended curriculum is never fully implemented. The study described below reports on how primary and secondary teachers’ statements of belief, otherwise referred to as expressed beliefs, influenced the implementation of a new science curriculum. Through the methodology of educational criticism the results revealed that teachers made use of a set of expressed beliefs to influence the direction of the science curriculum. Teachers’ expressed beliefs were categorized into four subsets: platonic expressed beliefs, organizational beliefs, associated beliefs and transitional beliefs. The outcome of this study provides leaders in educational reform with an understanding of the influence of teachers’ beliefs in the direction of curriculum change.
At the foreground of this article is an account of an experienced science teacher's self-initiated change in praxis within an inquiry community. From classroom observation and interviews, data interpretations are made about the discursive practices of the teacher and his colleagues. In particular, the teacher's change in praxis is attributed to his dissatisfaction with previous practice, realization that alternatives were likely to provide better outcomes for his students, commitment to improving his practice, and a supportive school community in which teachers felt comfortable taking personal risks and engaging in professional discussions. The collaborative culture of the study site was characterized by the teachers' caring ethic for their students.
This research inquiry explored the factors influencing successful science program delivery among early- and middle-years schools within a rural school division in central Canada. The study is framed by the author's personal inquiry into how psycho-social factors at the classroom, school and school division level influence science program delivery. In line with case study methodology, the inquiry uses a variety of qualitative and quantitative methods and data sources to identify the contributors at the classroom, school and divisional level to science delivery. A validated science program delivery evaluation tool, the Science Curriculum Implementation Questionnaire (SCIQ), is used as the foundation for the quantitative data collection and ensuing teacher, administration and science education community discussions. Bronfenbrenner's bio- ecological model and Rutter's views on resiliency are used as a framework for interpreting the data collected and understanding the factors supporting successful science delivery. Participants identify a variety of personal attribute and environmental factors and the interplay between these factors as supportive factors contributing to effective science delivery at the classroom, school and divisional level. Implications of this inquiry are discussed, especially within the context of the role of the superintendent in influencing curriculum delivery.
The Regional Educational Laboratory - Southwest (REL Southwest) conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in three core academic subjects (reading/ELA, mathematics, and science). The primary goal of this study was to address the question, What is the impact of teacher participation in professional development on student achievement? Nine studies emerged as meeting What Works Clearinghouse (WWC) evidence standards, from more than 1,300 manuscripts identified as potentially relevant. Although the number of studies that met evidence standards was small, the average overall effect size of 0.54 was observed when examined within the three content areas included in the review. The consistency of this effect size indicates that across all forms and content of PD, providing training to elementary school teachers does have a moderate effect on their students' achievement. However, because the average number of contact hours averaged almost 49 hours across the nine studies, the total contact hours must be substantial to get such an effect size. Because of the limited number of studies and the variability in the PD that was represented among the nine studies we examined, we were unable to make any conclusions about the effectiveness of specific PD programs or about the effectiveness of PD by form, content, or intensity. The following are appended: (1) Methodology; (2) Protocol for the review of research-based evidence on the effects of professional development on student achievement; (3) Key terms and definitions related to professional development; (4) List of keywords used in electronic searches; and (5) Relevant studies, listed by coding results. (Contains 3 boxes, 2 figures, 9 tables, and 3 notes.) [This report was produced for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional EducationalLaboratory Southwest administered by Edvance Research.]
The purpose of this study was to monitor the development of teacher personal attribute and school environmental factors at an urban intermediate (years 7 and 8) school in New Zealand as a result of an extended science professional development intervention project. Over a 2-year period, a validated, comprehensive science curriculum delivery evaluation instrument, the Science Curriculum Implementation Questionnaire (SCIQ, Lewthwaite, 2001), was used as a tool for data collection to monitor the initial and perpetuating influences of a full-year professional development program on science delivery. Based on the data collected and staff responses emanating from the analysis and discussion of the data represented by the SCIQ, outcomes of and contributors to the development were identified. As well, the effectiveness of both the professional development program and the SCIQ as an instrument for monitoring personal attribute and environmental changes as a result of professional development interventions are evaluated.
This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.
Using interviews with teachers, network staff and state policymakers as well as direct observation, this article compares state-sponsored teacher networks from Vermont and California. We conclude that state-sponsored networks can improve teachers' knowledge and motivation while empowering them. We offer three recommendations. First, networks should use a loosely coupled, capacity-building strategy to support reform. Second, extrinsic incentives such as policy-based pressure or financial rewards should reduce teachers' costs of participation and help them take advantage of networks' intrinsic incentives. Finally, networks ought to offer a mix of activities that vary in their emphasis on delivering knowledge to teachers or helping them to construct it.
Using interviews with teachers, network staff, and state policymakers as well as direct observation, this article compares state-sponsored teacher networks from Vermont and California. We conclude that state-sponsored networks can improve teachers' knowledge and motivation while empowering them. We offer three recommendations. First, networks should use a loosely coupled, capacity-building strategy to support reform. Second, extrinsic incentives such as policy-based pressure or financial rewards should reduce teachers' costs of participation and help them take advantage of networks' intrinsic incentives. Finally, networks ought to offer a mix of activities that vary in their emphasis on delivering knowledge to teachers or helping them to construct it.
Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated.
This article was selected for the November 1986 special issue on "Teachers, Teaching, and Teacher Education," but appears here because of the exigencies of publishing.
How can good educational practice move beyond pockets of excellence to reach a much greater proportion of students and educators? While many children and young adults in school districts and communities around the country have long benefited from the tremendous accomplishments of successful teachers, schools, and programs, replicating this success on a larger scale has proven to be a difficult and vexing issue. In this article, Richard Elmore addresses this problem by analyzing the role of school organization and incentive structures in thwarting large-scale adoption of innovative practices close to the "core" of educational practice. Elmore then reviews evidence from two attempts at large-scale school reform in the past - the progressive movement and the National Science Foundation curriculum reform projects - to evaluate his claims that ambitious large-scale school reform efforts, under current conditions, will be ineffective and transient. He concludes with four detailed recommendations for addressing the issue of scale in improving practice in education.
Science education reform is an ongoing process. In recent years many have begun to look not only to teachers for change, but they are also insisting on the involvement of administrators, parents, community members, and some business organizations to bring about this change. This book presents facts and insights regarding science education reform from the mid-to-late 1970's to 1992. The chapters are as follows: (1) "The New Transformation of Science Education"; (2) "Science Education and the Emerging Ecological Society; (3) "Science Education Policies for an Ecological Society: Aims and Goals"; (4) "The Restoration of Confidence in Science Education"; (5) "The Sisyphean Question in Science Education"; (6) "Science Education and the STS Theme"; (7) "Contemporary School Science: The Evolution of Teachers and Teaching"; (8) "Planet Earth in Crisis: How Should Science Educators Respond"; (9) "The STS Theme in the Science Curriculum"; and (10) "Leadership, Responsibility, and Reform in Science Education." (ZWH)
This paper reports on a case‐study of a decentralised model of teacher in‐service training: a variant of the ‘train the trainer’ model called the link teacher model. This model was used to prepare teachers in Western Australia for the implementation of a new senior physics syllabus. Several issues are dealt with in the paper: the perceived effectiveness of the model, the role of the link teachers, support from the central authority, recognition for the time and work required, and opportunities for teachers to experiment with new strategies. The paper concludes that by combining centralised syllabus change with decentralised implementation strategies, the model shows some promise as a vehicle for curriculum reform.
The Sci-Tec project was based on an interactive, non-deficit model of in-service in which the fundamental principle was to
value the expertise of all participants, and to encourage them to share that expertise with others. As part of the unfolding
of the project, the participants also identified various areas of need as they arose, and these too became elements of the
in-service agenda. The model has proved to be robust when applied in a wide range of schools, and with teachers who originally
expressed widely varying degrees of confidence and interest in teaching primary science and technology.
Trabajo sobre la reforma y el cambio en las instituciones educativas. Aproximándose a organizaciones exitosas en los negocios y los sistemas educativos, el autor muestra por qué el cambio es siempre un proceso no lineal, incluso caótico, en todas las esferas sociales y qué hacer al respecto en el ámbito de la educación.
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Foundations for Australia's future: Science and technology in primary schools
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