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SCIENCE TEACHERS' BELIEFS CONCERNING REFORM POLICIES: COMPARISONS BASED ON GRADE LEVEL, ACHIEVEMENT HISTORY, AND SOCIOECONOMIC STATUS

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Date Issued:
2010
Abstract/Description:
In an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach, teachers in grades 3-8 were asked to complete two instruments which gauged their beliefs regarding the Next Generation Standards in science. Quantitative analysis of the responses revealed differences in beliefs among teachers at different grade levels, at schools with different socio-economic statuses, and at schools with different standardized test performance histories. Qualitative analysis uncovered the nature of the differences and allowed for a clearer view of the current state of science reform in the district.
Title: SCIENCE TEACHERS' BELIEFS CONCERNING REFORM POLICIES: COMPARISONS BASED ON GRADE LEVEL, ACHIEVEMENT HISTORY, AND SOCIOECONOMIC STATUS.
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Name(s): Hallett, Rachel, Author
Jeanpierre, Bobby, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: In an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach, teachers in grades 3-8 were asked to complete two instruments which gauged their beliefs regarding the Next Generation Standards in science. Quantitative analysis of the responses revealed differences in beliefs among teachers at different grade levels, at schools with different socio-economic statuses, and at schools with different standardized test performance histories. Qualitative analysis uncovered the nature of the differences and allowed for a clearer view of the current state of science reform in the district.
Identifier: CFE0003203 (IID), ucf:48584 (fedora)
Note(s): 2010-08-01
Ed.D.
Education, Department of Educational Studies
Doctorate
This record was generated from author submitted information.
Subject(s): beliefs
standards
middle school
elementary
concerns
reform
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003203
Restrictions on Access: public
Host Institution: UCF

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