Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/638
Title: Transitioning to an Integrated Science Teaching Model: Easier Said than Done
Authors: Iveland, Ashley
Dyer, Elizabeth B
Britton, Edward
Tyler, Burr
Valcarcel, Joshua
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Iveland, A., Dyer, E. B., Britton, E., Tyler, B., & Valcarcel, J. (2018). Transitioning to an Integrated Science Teaching Model: Easier Said than Done. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: This poster presents a study of eight school districts implementing a new integrated model of science instruction in the middle grades aligned with NGSS. The analysis uncovers how districts created implementation plans and how teachers and administrators initially are responding to them, sometimes in more limited ways than envisioned. The findings suggest the importance of attending to transitional as well as end-goal implementation phases of innovations, and the importance of administrators facilitating the transition.
URI: https://doi.dx.org/10.22318/cscl2018.1387
https://repository.isls.org//handle/1/638
Appears in Collections:ICLS 2018

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