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Purpose: Most empirical work using a distributed perspective to frame research on leadership practice uses the school as the unit of analysis, focusing on how leadership is stretched over people and aspects of the situation within schools. This study investigates leadership practice for elementary science, using a multilevel distributed framework, to understand the interrelationships among educational leaders operating at various levels—from classrooms, to schools, to educational systems, and, beyond, to the educational sector. Research Methods/Approach: Using an embedded, comparative case study design, we analyzed leadership practice for elementary science reform in 13 school districts in the U.S. as leaders worked to bridge from the Next Generation Science Standards learning ideals to classroom instruction. Data collection included interviews, observations, and documents. Findings: Leading elementary science reform involved three core components of leadership practice: (1) garnering attention for science in a situation that prioritized the instruction of English Language Arts and mathematics; (2) cultivating and channeling essential relationships not only within the system but also in the broader education sector to access the resources needed to (re)build an educational infrastructure for elementary science instruction; and (3) supporting the use of educational infrastructure in everyday practice in schools. Implications: This study makes the case for using a multilevel distributed leadership perspective to frame studies of leadership practice to understand how efforts at different levels interact in shaping the practice of leadership.
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Multilingual learners’ exposure to science and language inputs in elementary school: ¿Qué sabemos?
As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners’ (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding whatscience and language inputsare afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs’ science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010–2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non‐MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning.
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- Award ID(s):
- 2100419
- PAR ID:
- 10532206
- Publisher / Repository:
- Wiley
- Date Published:
- Journal Name:
- Science Education
- ISSN:
- 0036-8326
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract As the vision inA Framework for K‐12 Science Educationand the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for PD programs that aligns with current reform efforts and is grounded in the mutually supportive nature of contemporary science and language instructional shifts. Specifically, we examine our previous NGSS‐designed curriculum development project with MLs and review the literature in science education and language education with MLs. Our conceptual framework for PD programs is grounded in the perspective ofsymmetrythat teacher professional learning experiences should be symmetrical to the learning experiences we organize for students. Grounded in this perspective, our conceptual framework consists of three design principles that describe how PD programs can guide teachers to (a) develop an asset‐oriented view of MLs and instructional practices for recognizing and leveraging their assets, (b) integrate science and language in mutually supportive ways with MLs, and (c) develop more sophisticated instructional practices for integrating science and language with MLs over time. We describe contributions of our conceptual framework, which could generate a new research agenda and inform PD programs aimed at facilitating uptake of NGSS‐designed curriculum materials in linguistically diverse science classrooms.more » « less
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Abstract This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis‐à‐vis science test scores over a six‐year period using the nationally‐representative Early Childhood Longitudinal Study of 2010–11 (ECLS‐K:2011) data set. We use regression analyses with panel data to explore the relationship of reclassification with MLs’ science achievement at a national scale, and then, how variation in contextual factors (including family, school, and individual characteristics) shapes this relationship. Results show that, after controlling for covariates and prior test scores, reclassification is not significantly associated with differential science test scores when compared to students that retain their EL status. Results further show that reclassification is associated with higher science achievement for MLs who were previously in a dual‐language program but lower scores for those with higher prior achievement. We conclude with implications for the reclassification process, as well as directions for future research on reclassification, multilingual learners, and academic achievement.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1002/sce.21888
