Vertically Articulated Professional Learning Communities

  • Peter Hillman School of Education, Mercy College, 555 Broadway, Dobbs Ferry, NY 10522, USA
  • Andrea Coddett School of Education, Mercy College, 555 Broadway, Dobbs Ferry, NY 10522, USA
  • Amanda Gunning School of Education, Mercy College, 555 Broadway, Dobbs Ferry, NY 10522, USA
  • Meghan Marrero School of Education, Mercy College, 555 Broadway, Dobbs Ferry, NY 10522, USA

Abstract

This 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.
Veröffentlicht
2016-09-25
Rubrik
Proceedings-Artikel