Students Really Benefited From That Hybridization
Facilitated Sensemaking in a No‐Excuses Charter Network
Bibliographic Data
| ID | 7167169 |
|---|---|
| Authors | William E Lindsay (0000-0002-7469-4581, School of Education University of Colorado Boulder Boulder Colorado USA, corresponding author), Valerie K Otero (School of Education University of Colorado Boulder Boulder Colorado USA), Valerie Otero (0000-0001-6890-4880, University of Colorado Boulder) |
| Year | 2025 |
| Volume | 109 |
| Issue | 4 |
| Pages | 1002-1021 |
| Publication date | 2025-07-01 |
| 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.21910 |
| OpenAlex | W4403068054 |
| Language | EN |
| Citations received | 1 |
| References cited | 47 |
This ethnographic cross‐case study examines five teachers' year‐long efforts to implement practice‐based physics instruction within the unique organizational context of a no‐excuses charter network. The teachers were attempting to adapt their didactic, rigid, and compliance‐based instructional approach to include more opportunities for students to figure out disciplinary concepts through evidence and consensus. To assist in these efforts, teachers partnered with a university‐based physics education program to redesign the network's coherent instructional infrastructure. The program provided curricular materials aligned with the Next Generation Science Standards, facilitated professional learning sessions, and assisted with instructional coaching before and during the 2018–2019 school year. Researchers collected ethnographic field notes and artifacts during professional learning sessions, partnership meetings, and bi‐weekly lesson observations of case teachers. They also conducted interviews with teachers and students. An organizational sensemaking lens was used to analyze data and informed the production of ethnographic case profiles, vignettes, and cross‐case comparisons. Findings included the constraints and affordances of a coherent instructional infrastructure for facilitating teacher sensemaking. Hybridized instructional practices also emerged across case teachers' classrooms as products of facilitated sensemaking. Implications for supporting teachers in fitting novel instructional approaches to their organizational contexts are discussed. This paper is part of the special issue on Teacher Learning and Organizational Contexts
Charter · Charter school · Mathematics education · Pedagogy · Political science · Public relations · Sensemaking · Sociology · Educational Assessment and Improvement · Higher Education Research Studies · Law · Psychology · Teacher Education and Leadership Studies
Sensemaking in organizations
The Ordeal of Equality
In Search of Deeper Learning
Supporting teachers to negotiate uncertainty for science, students, and teaching
Infrastructuring as a Practice of Design-Based Research for Supporting and Studying Equitable Implementation and Sustainability of Innovations
Collective Sensemaking about Reading
Storyline Units
Ethnography
An analysis of science instruction for the science practices
Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development
The role of collective sensemaking and science curriculum development within a research–practice partnership
Leveraging purposes and values to motivate and negotiate reform
Re‐designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards
Science teachers' sensemaking of the use of epistemic tools to scaffold students' knowledge (re)construction in classrooms
Ethnography
Teacher evaluation and the demoralization of teachers
Do no-excuses disciplinary practices promote success
Figuring Out My Part in All of This”
Raising Citizens or Raising Test Scores? Teach For America, “No Excuses” Charters, and the Development of the Neoliberal Citizen
Who Do These People Want Teaching Their Children?” White Saviorism, Colorblind Racism, and Anti-Blackness in “No Excuses” Charter Schools
Reform by the Book
Designing Educative Curriculum Materials to Promote Teacher Learning
Charter Management Organizations and the Regulated Environment
Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards
Naturalistic inquiry
What Makes School Ethnography 'Ethnographic
The Paradox of Success at a No-Excuses School
Beyond Decoupling
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |