Emily Rose Seeber
Biographic Data
| ID | 5182386 |
|---|---|
| NAME | Emily Rose Seeber |
| GIVEN NAMES | Emily Rose |
| FAMILY NAME | Seeber |
| SIGNATURE | SEEBER E R |
| AFFILIATIONS | School of Education University of Michigan Ann Arbor Michigan USA |
| ORCID | 0000-0003-0206-8087 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
District Science Coordinators' Conceptions of and Levers for Advancing Equity Agendas at the Elementary Level
Equity is a core feature of science education reform initiatives in the United States, but there is not an agreed‐upon definition of what equity is, resulting in different approaches for the benefit (and exclusion) of different groups. School district leaders, including district science coordinators (DSCs), play many important roles in implementing educational reform efforts, including with regard to equity. For this qualitative case study, we an…
Leading Systemwide Improvement in Elementary Science Education
Reforming instruction is challenging. In this comparative case study of 12 school districts, we investigated the dilemmas that emerged for system leaders as they engaged in system building for elementary science and the approaches leaders took in managing them. We found that system leaders’ efforts to manage their environments contributed to the preferential treatment of literacy and mathematics relative to science. Leaders managed this dilemma u…
Leading Systemwide Improvement in Elementary Science Education
Reforming instruction is challenging. In this comparative case study of 12 school districts, we investigated the dilemmas that emerged for system leaders as they engaged in system building for elementary science and the approaches leaders took in managing them. We found that system leaders’ efforts to manage their environments contributed to the preferential treatment of literacy and mathematics relative to science. Leaders managed this dilemma u…
Leading Systemwide Improvement in Elementary Science Education
Reforming instruction is challenging. In this comparative case study of 12 school districts, we investigated the dilemmas that emerged for system leaders as they engaged in system building for elementary science and the approaches leaders took in managing them. We found that system leaders’ efforts to manage their environments contributed to the preferential treatment of literacy and mathematics relative to science. Leaders managed this dilemma u…
District Science Coordinators' Conceptions of and Levers for Advancing Equity Agendas at the Elementary Level
Equity is a core feature of science education reform initiatives in the United States, but there is not an agreed‐upon definition of what equity is, resulting in different approaches for the benefit (and exclusion) of different groups. School district leaders, including district science coordinators (DSCs), play many important roles in implementing educational reform efforts, including with regard to equity. For this qualitative case study, we an…
Curriculum (2 works) · Science education (2 works) · Teacher Education and Leadership Studies (2 works) · Accountability (1 work) · Dilemma (1 work) · Diverse Educational Innovations Studies (1 work) · Educational Assessment and Improvement (1 work) · Equity (law) (1 work) · Evaluation and Performance Assessment (1 work) · Indigenous and Place-Based Education (1 work)