Leveraging purposes and values to motivate and negotiate reform

Dados Bibliográficos

ID21392619
AutoresWilliam E Lindsay (0000-0002-7469-4581, School of Education University of Colorado Boulder Boulder Colorado USA, autor correspondente), Valerie K Otero (School of Education University of Colorado Boulder Boulder Colorado USA), Valerie Otero (0000-0001-6890-4880, University of Colorado Boulder)
Ano2023
Volume107
Fascículo6
Páginas1531-1560
Data de publicação2023-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.21815
OpenAlexW4385065055
IdiomaEN
Citações recebidas2
Referências citadas44

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