Kathryn N Hayes
Datos Biográficos
| ID | 4636376 |
|---|---|
| NOMBRE | Kathryn N Hayes |
| NOMBRES | Kathryn N |
| APELLIDO | Hayes |
| FIRMA | HAYES K N |
| AFILIACIONES | California State University, East Bay |
| ORCID | 0000-0003-2121-1053 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 29 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Tensions in Fostering Student Epistemic Agency Through Sensemaking in Elementary Science
Recent reforms in science education emphasize engaging students in authentic sensemaking practices. Central to this vision is positioning students as epistemic agents who generate questions, negotiate ideas, and co‐construct scientific understanding. Yet, classroom realities reveal persistent tensions in implementing these ideals, particularly in elementary settings. This multiple case study draws on classroom video and post‐lesson debriefs of fi…
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
Understanding Science Teacher Learning as Situated in Organizational Contexts
In this special issue, we feature scholarship focused on understanding the organizational context of science teacher learning. The special issue grew out of discussions among professional learning researchers and practitioners over the last several years that highlighted the following concerns: (a) that teacher learning in professional development showed up in vastly different ways in teachers' instructional practice; (b) that traditional researc…
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process
Instructional shifts required by equitable, reform‐based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating further investigation into why some te…
How facilitating K–12 professional development shapes science faculty's instructional change
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty facilitate teacher professional development may provid…
Beyond Funding
Instructional reform in the United States is often accompanied by financial investment. Recent evidence suggests that such funding can improve educational outcomes; however, unexplained heterogeneity in the relationship between resources and outcomes has led to calls for research on the processes by which resources translate into instructional improvement. In responding to this call, this case study unmasks the complex processes by which funding …
Understanding teacher instructional change
The environmental education (EE) field has encountered persistent challenges in fostering the integration of EE practices in public schools, a challenge that may be addressed through integration of EE with the Next Generation Science Standards (NGSS) in the United States. In addition to the potential for fostering EE, the integration of EE and NGSS may provide a unique set of conditions for understanding how and why teachers shift their practice …
A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study
How pre-service teachers navigate trade-offs of food systems across time scales
In response to the increasing recognition of the need for sustainable food systems, research on students’ and educators’ knowledge of food systems and sustainability more broadly has grown but has generally focused on what people ‘fail’ to understand. Moving away from this deficit approach, the present study used semi-structured interviews to explore how 12 pre-service teachers (PSTs) in the US consider sustainability in terms of the trade-offs –…
Understanding teacher instructional change
The environmental education (EE) field has encountered persistent challenges in fostering the integration of EE practices in public schools, a challenge that may be addressed through integration of EE with the Next Generation Science Standards (NGSS) in the United States. In addition to the potential for fostering EE, the integration of EE and NGSS may provide a unique set of conditions for understanding how and why teachers shift their practice …
A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study
Beyond Funding
Instructional reform in the United States is often accompanied by financial investment. Recent evidence suggests that such funding can improve educational outcomes; however, unexplained heterogeneity in the relationship between resources and outcomes has led to calls for research on the processes by which resources translate into instructional improvement. In responding to this call, this case study unmasks the complex processes by which funding …
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
How pre-service teachers navigate trade-offs of food systems across time scales
In response to the increasing recognition of the need for sustainable food systems, research on students’ and educators’ knowledge of food systems and sustainability more broadly has grown but has generally focused on what people ‘fail’ to understand. Moving away from this deficit approach, the present study used semi-structured interviews to explore how 12 pre-service teachers (PSTs) in the US consider sustainability in terms of the trade-offs –…
How pre-service teachers navigate trade-offs of food systems across time scales
In response to the increasing recognition of the need for sustainable food systems, research on students’ and educators’ knowledge of food systems and sustainability more broadly has grown but has generally focused on what people ‘fail’ to understand. Moving away from this deficit approach, the present study used semi-structured interviews to explore how 12 pre-service teachers (PSTs) in the US consider sustainability in terms of the trade-offs –…
A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study
Understanding teacher instructional change
The environmental education (EE) field has encountered persistent challenges in fostering the integration of EE practices in public schools, a challenge that may be addressed through integration of EE with the Next Generation Science Standards (NGSS) in the United States. In addition to the potential for fostering EE, the integration of EE and NGSS may provide a unique set of conditions for understanding how and why teachers shift their practice …
Beyond Funding
Instructional reform in the United States is often accompanied by financial investment. Recent evidence suggests that such funding can improve educational outcomes; however, unexplained heterogeneity in the relationship between resources and outcomes has led to calls for research on the processes by which resources translate into instructional improvement. In responding to this call, this case study unmasks the complex processes by which funding …
How facilitating K–12 professional development shapes science faculty's instructional change
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty facilitate teacher professional development may provid…
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process
Instructional shifts required by equitable, reform‐based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating further investigation into why some te…
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
Understanding Science Teacher Learning as Situated in Organizational Contexts
In this special issue, we feature scholarship focused on understanding the organizational context of science teacher learning. The special issue grew out of discussions among professional learning researchers and practitioners over the last several years that highlighted the following concerns: (a) that teacher learning in professional development showed up in vastly different ways in teachers' instructional practice; (b) that traditional researc…
Tensions in Fostering Student Epistemic Agency Through Sensemaking in Elementary Science
Recent reforms in science education emphasize engaging students in authentic sensemaking practices. Central to this vision is positioning students as epistemic agents who generate questions, negotiate ideas, and co‐construct scientific understanding. Yet, classroom realities reveal persistent tensions in implementing these ideals, particularly in elementary settings. This multiple case study draws on classroom video and post‐lesson debriefs of fi…
Pedagogy (8 obras) · Psychology (8 obras) · Professional development (7 obras) · Computer Science (5 obras) · Teacher Education and Leadership Studies (5 obras) · Diverse Educational Innovations Studies (4 obras) · Faculty Development (4 obras) · Mathematics education (4 obras) · Science education (4 obras) · Sociology (4 obras)