Keywords
beliefs, standards, middle school, elementary, concerns, reform
Abstract
In an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach, teachers in grades 3-8 were asked to complete two instruments which gauged their beliefs regarding the Next Generation Standards in science. Quantitative analysis of the responses revealed differences in beliefs among teachers at different grade levels, at schools with different socio-economic statuses, and at schools with different standardized test performance histories. Qualitative analysis uncovered the nature of the differences and allowed for a clearer view of the current state of science reform in the district.
Notes
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Graduation Date
2010
Advisor
Jeanpierre, Bobby
Degree
Doctor of Education (Ed.D.)
College
College of Education
Department
Educational Studies
Degree Program
Education
Format
application/pdf
Identifier
CFE0003203
URL
http://purl.fcla.edu/fcla/etd/CFE0003203
Language
English
Release Date
August 2010
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Hallett, Rachel, "Science Teachers' Beliefs Concerning Reform Policies: Comparisons Based On Grade Level, Achievement History, And Socioeconom" (2010). Electronic Theses and Dissertations. 4256.
https://stars.library.ucf.edu/etd/4256