The role of collective sensemaking and science curriculum development within a research–practice partnership
Bibliographic Data
| ID | 21392633 |
|---|---|
| Authors | Stefanie L Marshall (0000-0001-7580-7333, Department of Curriculum and Instruction University of Minnesota‐Twin Cities Minneapolis Minnesota USA, corresponding author), Christina Restrepo Nazar (0000-0001-7007-8215, Division of Curriculum & Instruction, Cal State Los Angeles California USA), Amal Ibourk (0000-0001-9019-5208, School of Teacher Education Florida State University Tallahassee Florida USA), Kevin W McElhaney (0000-0002-7268-4304, Learning Sciences Research, Digital Promise San Mateo California USA) |
| Year | 2021 |
| Volume | 105 |
| Issue | 6 |
| Pages | 1202-1228 |
| Publication date | 2021-11-01 |
| 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.21676 |
| OpenAlex | W3193449909 |
| Language | EN |
| Citations received | 19 |
| References cited | 43 |
This study examines how researchers can better understand the instructional and practical realities of teachers through collective sensemaking. Traditional approaches to curriculum design engage learning models without accounting for the needed flexibility of teachers. This approach has resulted in tension and gatekeeping—inhibiting the implementation of curriculum. Teachers are often considered relatively autonomous; however, this study sheds light on the constrained autonomy teachers experience resulting from internal and external pressures. This study examines the collective sensemaking process of researchers while developing a high school genetics curriculum. By examining the collective sensemaking of the areas of tension that arose during the curriculum design process, the problem space of researchers expanded and became more aligned with the problem space of teachers. Collective sensemaking encouraged the humanizing of teachers by centering their content, contextual, and social needs. In addition, this study suggests that gatekeeping can result from many factors; but through collective sensemaking, researchers can intentionally design to resolve said factors
Autonomy · Curriculum · Engineering ethics · Flexibility (engineering) · Gatekeeping · General partnership · Management · Mathematics education · Pedagogy · Political science · Process (computing) · Public relations · Sensemaking · Sociology · Computer Science · Educator Training and Historical Pedagogy · Engineering · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
STEM Project-Based Instruction
STEM leaders promoting resilience within equity-centered K-12 STEM education organizations
Middle leaders as catalysts for faux comprehension and pseudo-understanding
Teacher Sensemaking in an Early Education Research–Practice Partnership
Centering Care in Transformative Climate Change Education
Administrators' capacity for supporting reform‐oriented science instruction
Teachers' Pedagogical Reasoning and Students' Three‐Dimensional Learning
Teacher professional development programs integrating science and language with multilingual learners
Becoming‐STEMM Educator‐With a Unit on Germs Implemented in a Haunted Kindergarten Classroom
Leading instructional improvement in elementary science
Crossing boundaries between research and practitioner communities
Structural and cultural properties in teachers’ practices
Culturally Relevant Pedagogy in Practice
The Role of Habitus, Structure, and Agency in the Implementation of Science Reform Practices
Systematizing Decisions in Design‐Based Research
Viewing science teacher learning and curriculum enactment through the lens of theory of practice architectures
Understanding Science Teacher Learning as Situated in Organizational Contexts
Students Really Benefited From That Hybridization
It's Just a Hot Mess
Supporting teachers to negotiate uncertainty for science, students, and teaching
Shaping Teacher Sensemaking
How does it feel? Teachers' emotions in a context of change
Policy Implementation and Cognition
Collective Sensemaking about Reading
Case Study Research
Sensemaking in Organizations
Science teachers' sensemaking of the use of epistemic tools to scaffold students' knowledge (re)construction in classrooms
Teachers’ work and the politics of time and space
Teachers, public life, and curriculum reform
Public Policy and Inequalities of Choice and Autonomy
Improving Pregnancy Outcome during Imprisonment
Reform by the Book
Morale of Teachers in High Poverty Schools
From Social Ties to Social Capital
Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards
Race, Culture, and Researcher Positionality
Frame Alignment Processes, Micromobilization, and Movement Participation
Moments of Social Inclusion and Exclusion Race, Class, and Cultural Capital in Family-School Relationships
| Unique citing works | 19 |
|---|---|
| Citations per year | 4,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |