Leveraging purposes and values to motivate and negotiate reform
Bibliographic Data
| ID | 21392619 |
|---|---|
| Authors | William E Lindsay (0000-0002-7469-4581, School of Education University of Colorado Boulder Boulder Colorado USA, corresponding author), Valerie K Otero (School of Education University of Colorado Boulder Boulder Colorado USA), Valerie Otero (0000-0001-6890-4880, University of Colorado Boulder) |
| Year | 2023 |
| Volume | 107 |
| Issue | 6 |
| Pages | 1531-1560 |
| Publication date | 2023-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21815 |
| OpenAlex | W4385065055 |
| Language | EN |
| Citations received | 2 |
| References cited | 44 |
This study examines the impact of organizational purposes and values on reforming physics instruction to align with a practice‐based instructional approach, in a case of engaging in infrastructuring with a no‐excuses charter network. The network's instruction was guided by organizational purposes of ensuring predictable academic success and collegiate access for all students and was supported by a robust system of instructional infrastructures that were initially incoherent with a practice‐based approach to science education. To manage this incoherence, the network engaged in infrastructuring with a university‐based team of physics education researchers and curriculum developers. Infrastructuring included the redesign of network standards, curricular materials, assessments, instructional coaching routines, and professional development workshops during a 33‐month partnership. Extensive ethnographic data were collected during this process and analyzed using a mixture of inductive and deductive coding that facilitated the production of analytical memos, interpretive vignettes, and cross‐case comparisons. Analysis revealed reform motivations unique to the no‐excuses context and elements of instructional infrastructures that were mutable and immutable to change. During implementation, some redesigned infrastructure elements supported a practice‐based approach to physics instruction, including adaptations to daily instructional materials and valued student learning outcomes. Other infrastructure elements constrained reform efforts, including expectations of standards coverage. Implications for instructional reform programs and working with no‐excuses networks are discussed
Charter · Coaching · Context (archaeology) · Curriculum · General partnership · Knowledge management · Mathematics education · Negotiation · Pedagogy · Political science · Process (computing) · Sociology · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy
In Search of Deeper Learning
Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice
Design Research
Infrastructuring as a Practice of Design-Based Research for Supporting and Studying Equitable Implementation and Sustainability of Innovations
Addressing the epistemic elephant in the room
Beyond the scientific method
Storyline Units
Steps Toward an Ecology of Infrastructure
Ethnography
An analysis of science instruction for the science practices
Re‐designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards
Do no-excuses disciplinary practices promote success
Raising Citizens or Raising Test Scores? Teach For America, “No Excuses” Charters, and the Development of the Neoliberal Citizen
The Dilemmas of Educational Reform
Charter Management Organizations and the Regulated Environment
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
Why Reform Sometimes Succeeds
Attending to Problems of Practice
Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards
Writing Ethnographic Fieldnotes, Second Edition
Naturalistic inquiry
"Making Justice Peripheral by Constructing Practice as "Core
What Makes School Ethnography 'Ethnographic
The Paradox of Success at a No-Excuses School
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |