View in EDS

How Teachers' Knowledge of Curriculum Supports Partnering with Students in their Science Learning

Saved in:
Bibliographic Details
Title: How Teachers' Knowledge of Curriculum Supports Partnering with Students in their Science Learning
Language: English
Authors: William R. Penuel (ORCID 0000-0001-7096-6669), Anna-Ruth Allen, Clarissa Deverel-Rico, Corinne Singleton, Carol Pazera
Source: Journal of Science Teacher Education. 2023 34(8):861-882.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Curriculum Design, Science Education, Partnerships in Education, Educational Objectives, Instructional Materials, Professional Development
DOI: 10.1080/1046560X.2023.2167508
ISSN: 1046-560X
1573-1847
Abstract: A key goal of science learning today is to support students in posing and answering questions about phenomena that matter to them while establishing a need to grapple with disciplinary ideas and practices reflected in standards. To be successful in this endeavor, teachers need to learn to partner with students on the direction of their learning while remaining attentive to goals for learning reflected in standards. In this paper, we explore the idea that educators' developing knowledge of curricular purposes and structures can help support their enactment of instructional materials that help them balance these two goals. Our study draws on 36 teachers' experiences of learning to teach with instructional materials aligned to the Next Generation Science Standards as part of a field test that included multiple cycles of professional development workshops and enactments. Our findings illustrate how teachers' knowledge of curriculum can help them make sense of their own growth in teaching.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1405152
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1405152
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: How Teachers' Knowledge of Curriculum Supports Partnering with Students in their Science Learning
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22William+R%2E+Penuel%22">William R. Penuel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7096-6669">0000-0001-7096-6669</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna-Ruth+Allen%22">Anna-Ruth Allen</searchLink><br /><searchLink fieldCode="AR" term="%22Clarissa+Deverel-Rico%22">Clarissa Deverel-Rico</searchLink><br /><searchLink fieldCode="AR" term="%22Corinne+Singleton%22">Corinne Singleton</searchLink><br /><searchLink fieldCode="AR" term="%22Carol+Pazera%22">Carol Pazera</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Science+Teacher+Education%22"><i>Journal of Science Teacher Education</i></searchLink>. 2023 34(8):861-882.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/1046560X.2023.2167508
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1046-560X<br />1573-1847
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A key goal of science learning today is to support students in posing and answering questions about phenomena that matter to them while establishing a need to grapple with disciplinary ideas and practices reflected in standards. To be successful in this endeavor, teachers need to learn to partner with students on the direction of their learning while remaining attentive to goals for learning reflected in standards. In this paper, we explore the idea that educators' developing knowledge of curricular purposes and structures can help support their enactment of instructional materials that help them balance these two goals. Our study draws on 36 teachers' experiences of learning to teach with instructional materials aligned to the Next Generation Science Standards as part of a field test that included multiple cycles of professional development workshops and enactments. Our findings illustrate how teachers' knowledge of curriculum can help them make sense of their own growth in teaching.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1405152
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1405152
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1046560X.2023.2167508
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 861
    Subjects:
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Educational Objectives
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Professional Development
        Type: general
    Titles:
      – TitleFull: How Teachers' Knowledge of Curriculum Supports Partnering with Students in their Science Learning
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: William R. Penuel
      – PersonEntity:
          Name:
            NameFull: Anna-Ruth Allen
      – PersonEntity:
          Name:
            NameFull: Clarissa Deverel-Rico
      – PersonEntity:
          Name:
            NameFull: Corinne Singleton
      – PersonEntity:
          Name:
            NameFull: Carol Pazera
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1046-560X
            – Type: issn-electronic
              Value: 1573-1847
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Journal of Science Teacher Education
              Type: main
ResultId 1