Validating a Model for Assessing Teacher’s Adaptive Expertise With Computer Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes

Abstract

The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer supported complex systems curricula in high school science classrooms. The model is comprised of three research-based qualities that we hypothesize teachers need to demonstrate: flexibility, deeper level understanding, and deliberate practice, in adapting interventions to their particular teaching contexts. We apply the model to understand whether it can, a) show variation between teachers, and b) predict student-learning outcomes. Results show that teacher enactments and interview responses assessed on the model reveal sufficient variation, and are also predictive of students’ growth in complex systems understanding. The model has important implications for how to support teachers in adopting new science education reforms.