Vertically Articulated Professional Learning Communities
AbstractThis article is based on a presentation given at the International Week Conference, held at Pädagogische Hochschule Niederösterreich, Baden, on June 1 st , 2016. In the United States, the Next Generation Science Standards (NGSS) represent a major shift in the way that science is taught and learned in schools. One major part of this shift is the emphasis on a progression of scientific knowledge from K-12. We examine professional learning communities that are orientated to align with the vertical progressions of scientific knowledge emphasized in NGSS. Using qualitative methodology embedded in a constructivist theoretical framework, we describe our use of vertically aligned groups of science teachers constructed around a particular content area (earth science, biology, chemistry or physics). We present an overview of several emergent themes that we have identified from our data analysis.
Copyright (c) 2016 Peter Hillman, Andrea Coddett, Amanda Gunning, Meghan Marrero
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