Benjamin R Lowell
Datos Biográficos
| ID | 9512445 |
|---|---|
| NOMBRE | Benjamin R Lowell |
| NOMBRES | Benjamin R |
| APELLIDO | Lowell |
| FIRMA | LOWELL B R |
| AFILIACIONES | Department of Teaching, Curriculum, and Society, Lynch School of Education and Human Development Boston College Chestnut Hill Massachusetts USA |
| ORCID | 0000-0001-5716-6173 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
A multiple mentorship model for teacher residencies
University-based teacher education programs must forefront antiracism and antiableism as they seek to attract, prepare, and support diverse, justice-oriented educators for the nation’s K–12 schools. This conceptual essay outlines a multiple mentorship model within a teacher residency designed to support aspiring teachers of colour. Centring relational, community-based, and race-conscious mentorship, the model challenges traditional hierarchical a…
Revisiting the Teacher‐Curriculum Relationship
The release of the Framework for K‐12 Science Education and the Next Generation Science Standards marked a shift in the purpose of K‐12 science education from students learning about science ideas to students figuring out natural phenomena. This reform shift requires that science curricula be designed to be “coherent from the student perspective,” where students perceive their science work as addressing their questions and problems. Substantial a…
Teachers' Customizations of Storyline Science Curriculum
Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum. Specifically, we collected two data sources: a teacher survey and interviews. The survey was completed by 169 participa…
Supporting teachers through curriculum-based professional learning
Background The shifts called for in recent reform efforts require new roles for students and teachers that reposition the intellectual authority in the classroom. To support these changes, most teachers need to alter the way they teach and require professional learning.Methods We used a case study approach to investigate 30 science teachers’ instructional vision of science during a four-day curriculum-based professional learning workshop. We coll…
Organizational sensemaking during curriculum implementation
Adopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi‐structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investi…
The student hat in professional development
Professional development (PD) can support science teachers to learn about instructional reforms, but more work needs to be done on broadening our understanding of how specific PD activities support teacher learning. One understudied PD activity is the student hat : when teachers engage in student learning activities while considering ideas, language, and feelings students might have to build their empathy for how student experience reform instruc…
Changes in teachers' beliefs
Reforms such as the Next Generation Science Standards (NGSS) call for substantial change in teacher practice such as instruction that is more phenomenon‐based, three‐dimensional, supportive of student epistemic agency, and coherent from the student perspective. Such change requires ongoing support in the form of aligned curricular materials and professional development (PD), but little work has been done to understand how teachers respond to PD o…
Professional development to support principals' vision of science instruction
The implementation of science reform must be viewed as a systems‐level problem and not just focus on resources for teachers and students. High‐capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findin…
Considering discussion types to support collective sensemaking during a storyline unit
A key goal of recent reforms in science education has been to support students' collective sensemaking, in which they work together to understand a natural phenomenon. This work is often done during class discussions, but facilitating those discussions is challenging. In this study, we used a framework of three discussion types to investigate how classroom discussions differ throughout a storyline curricular unit: initial ideas discussions aim to…
Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS
The adoption of the Next Generation Science Standards (NGSS) requires many teachers to drastically change their classroom instruction. Curricular materials offer a tool to support this transition, but there are questions about the degree to which available curricula truly reflect the shifts required by the NGSS. This study proposes a framework of four key elements of NGSS design that can be used to analyze both curriculum and instruction for alig…
Sin obras prominentes en esta página.
Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS
The adoption of the Next Generation Science Standards (NGSS) requires many teachers to drastically change their classroom instruction. Curricular materials offer a tool to support this transition, but there are questions about the degree to which available curricula truly reflect the shifts required by the NGSS. This study proposes a framework of four key elements of NGSS design that can be used to analyze both curriculum and instruction for alig…
Professional development to support principals' vision of science instruction
The implementation of science reform must be viewed as a systems‐level problem and not just focus on resources for teachers and students. High‐capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findin…
Considering discussion types to support collective sensemaking during a storyline unit
A key goal of recent reforms in science education has been to support students' collective sensemaking, in which they work together to understand a natural phenomenon. This work is often done during class discussions, but facilitating those discussions is challenging. In this study, we used a framework of three discussion types to investigate how classroom discussions differ throughout a storyline curricular unit: initial ideas discussions aim to…
Changes in teachers' beliefs
Reforms such as the Next Generation Science Standards (NGSS) call for substantial change in teacher practice such as instruction that is more phenomenon‐based, three‐dimensional, supportive of student epistemic agency, and coherent from the student perspective. Such change requires ongoing support in the form of aligned curricular materials and professional development (PD), but little work has been done to understand how teachers respond to PD o…
Organizational sensemaking during curriculum implementation
Adopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi‐structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investi…
The student hat in professional development
Professional development (PD) can support science teachers to learn about instructional reforms, but more work needs to be done on broadening our understanding of how specific PD activities support teacher learning. One understudied PD activity is the student hat : when teachers engage in student learning activities while considering ideas, language, and feelings students might have to build their empathy for how student experience reform instruc…
Supporting teachers through curriculum-based professional learning
Background The shifts called for in recent reform efforts require new roles for students and teachers that reposition the intellectual authority in the classroom. To support these changes, most teachers need to alter the way they teach and require professional learning.Methods We used a case study approach to investigate 30 science teachers’ instructional vision of science during a four-day curriculum-based professional learning workshop. We coll…
A multiple mentorship model for teacher residencies
University-based teacher education programs must forefront antiracism and antiableism as they seek to attract, prepare, and support diverse, justice-oriented educators for the nation’s K–12 schools. This conceptual essay outlines a multiple mentorship model within a teacher residency designed to support aspiring teachers of colour. Centring relational, community-based, and race-conscious mentorship, the model challenges traditional hierarchical a…
Revisiting the Teacher‐Curriculum Relationship
The release of the Framework for K‐12 Science Education and the Next Generation Science Standards marked a shift in the purpose of K‐12 science education from students learning about science ideas to students figuring out natural phenomena. This reform shift requires that science curricula be designed to be “coherent from the student perspective,” where students perceive their science work as addressing their questions and problems. Substantial a…
Teachers' Customizations of Storyline Science Curriculum
Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum. Specifically, we collected two data sources: a teacher survey and interviews. The survey was completed by 169 participa…
Science Education and Pedagogy (8 obras) · Curriculum (7 obras) · Pedagogy (7 obras) · Psychology (7 obras) · Science education (7 obras) · Mathematics education (6 obras) · Educational Strategies and Epistemologies (5 obras) · Professional development (5 obras) · Sociology (5 obras) · Agency (philosophy) (4 obras)