Schneider & Krajcik (2002) - Revision history

imported>Raymond Johnson: formatting

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formatting

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	{{Title\|Supporting Science Teacher Learning: The Role of Educative Curriculum Materials}}		{{Title\|Supporting Science Teacher Learning: The Role of Educative Curriculum Materials}}
	__NOTOC__		__NOTOC__
	~~The article ''Supporting Science Teacher Learning~~: ~~The Role of Educative Curriculum Materials'' was written by~~ [[Rebecca Schneider]] and [[Joseph Krajcik]] ~~in 2002 and published in the ''~~[[Journal of Science Teacher Education]]~~''. It is available from SpringerLink at~~ http://link.springer.com/article/10.1023%2FA%3A1016569117024.		* Authors: [[Rebecca Schneider]] and [[Joseph Krajcik]]
			* Journal: [[Journal of Science Teacher Education]]
			* Year: 2002
			* Source: http://link.springer.com/article/10.1023%2FA%3A1016569117024

	== Abstract ==		== Abstract ==
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	== Also ==		== Also ==

	~~===~~ APA ~~===~~		;APA
			: Schneider, R. M., & Krajcik, J. (2002). Supporting science teacher learning: The role of educative curriculum materials. ''Journal of Science Teacher Education'', 13(3), 221–245. doi:10.1023/A:1016569117024
	Schneider, R. M., & Krajcik, J. (2002). Supporting science teacher learning: The role of educative curriculum materials. ''Journal of Science Teacher Education'', 13(3), 221–245. doi:10.1023/A:1016569117024		;BibTeX

	== BibTeX ==

	<pre>		<pre>
	@article{Schneider2002,		@article{Schneider2002,

imported>Raymond Johnson: added content:summaries

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added content:summaries

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			[[Category:Summaries]]
	[[Category:Journal Articles]]		[[Category:Journal Articles]]
	[[Category:Journal of Science Teacher Education]]		[[Category:Journal of Science Teacher Education]]

imported>Raymond Johnson: /* Findings */ added findings

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Findings: added findings

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	* Ms. Cole (1 year experience) read the materials and attended to student information but tended to focus on how students were predicted to react to the class activities and questions. She also felt that students could learn from the activities more independently, saying "I want them to just do it for themselves. I want them to be more responsible for their learning, that's their job" (p. 236).		* Ms. Cole (1 year experience) read the materials and attended to student information but tended to focus on how students were predicted to react to the class activities and questions. She also felt that students could learn from the activities more independently, saying "I want them to just do it for themselves. I want them to be more responsible for their learning, that's their job" (p. 236).
	* Ms. Turner (4 years experience) used the materials early in the unit but relied mostly on the student materials and not the educative features for the teacher. She explained that this made it faster for her to understand what students needed to do to complete the work, saying "With this book you have to read a couple pages before to figure out what is going to happen that day" (p. 236). On occasions when she did refer to the materials, she reported that she valued the content support.		* Ms. Turner (4 years experience) used the materials early in the unit but relied mostly on the student materials and not the educative features for the teacher. She explained that this made it faster for her to understand what students needed to do to complete the work, saying "With this book you have to read a couple pages before to figure out what is going to happen that day" (p. 236). On occasions when she did refer to the materials, she reported that she valued the content support.

			Both teacher reporting and classroom observation showed that teachers used the educative features of their materials, and teachers reported finding them useful immediately before enactment. Each teacher showed different levels of content understanding and all struggled with complex ideas, like differences between velocity and speed. One teacher reported that she corrected her own misunderstanding about a physics concept from reading the material's description of common student misunderstandings. The teachers also showed different levels of pedagogical understanding and reported generally not studying the pedagogical support features in their materials. Observations of practice showed teachers struggled to connect ideas across the unit and most often skipped concept mapping activities. Ms. Franklin made the most use of the pedagogical supports and was the only one to use the concept maps, saying, "I want to see lots of relationships" (p. 238). Teachers also did not use the assessment supports as intended, and Ms. Turner used her own traditional quizzes to assess and for behavior management. For pedagogical content knowledge (PCK), teachers were generally successful using real-life contexts and explaining observations, with Ms. Franklin pressing students furthest to reflect on prior learning before making predictions. Ms. Turner, who stopped using the materials, let students make predictions to entire sets of observations before doing the activities or offering any explanations. All teachers had success using motion sensors, but Ms. Franklin pressed students to explain as they progressed through the activity, Ms. Cole asked students to report what they saw before moving on, and Ms. Turner emphasized completion of the activity and left explanations for a later time.

			In their discussion, Schneider and Krajcik stress that reform-based curricula depend heavily on enactment, and that the teachers who used the educative features of their curriculum enacted the curriculum more successfully. In particular, lesson-specific ideas in the form of pedagogical content knowledge appeared more useful than content or pedagogy supports, suggesting it might be a promising feature in future materials and for teachers transitioning from novice to expert. PCK tends to apply to specific lessons, where content and pedagogy supports help structure learning across lessons and units. With their typical use of the educative features just prior to enactment, teachers may also find PCK supports more immediately useful. Understanding the broader scope of curriculum may be better addressed in professional development, agreeing with findings by [[Borko & Mayfield (1995)]] and [[Grossman & Richert (1988)]]. Schneider and Krajcik recognize the limitations of their three-teacher study and that teachers usually only expect learning opportunities to add to current practices ([[Wilson & Berne (1999)\|Wilson & Berne, 1999]]) instead of significantly changing their view of teaching. Teacher experience might have also explained some of the results, but the weakest use of the materials came from Ms. Turner, with four years of experience, and not the first-year teacher.

			Schneider and Krajcik conclude that educative materials appear promising but much research needs to be done. Little empirical evidence exists to guide the development of educative materials, what teachers need to use them effectively, or their benefits to students.

	== Also ==		== Also ==

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 Schneider and Krajcik argue that if teachers need support to successfully carry out educational reforms. One needed support is ''[[educative curriculum materials]]'' &mdash; curriculum designed around both teacher and student learning ([[Ball & Cohen (1996)|Ball & Cohen, 1996]]). Taking a [[social constructivism|social constructivist]] ([[Blumenfeld, Marx, Patrick, & Krajcik (1996)|Blumenfeld, Marx, Patrick, & Krajcik, 1996]]; [[Krajcik, Blumenfeld, Marx, Soloway (1999)|Krajcik, Blumenfeld, Marx, Soloway, 1999]]) view of project-based science, the researchers developed curriculum materials for the study to represent the ideals of project-based science. They were also designed to be educative for teachers ([[Ball & Cohen (1996)|Ball & Cohen, 1996]]) by persistently supporting teachers throughout the duration of their use in both planning and enactment, with a goal of situating teacher learning in classroom contexts ([[Borko & Putnam (1996)|Borko & Putnam, 1996]]; [[Brown, Collins, & Duguid (1989)|Brown, Collins, & Duguid, 1989]]). Educative curriculum materials need to do more than give teachers directions ([[Franke, Carpenter, Levi, & Fennema (1998)|Franke, Carpenter, Levi, & Fennema, 1998]]<!--An AERA Paper-->; [[White & Frederiksen (1998)|White & Frederiksen, 1998]]) and need to support teacher learning and decision making aligned with student abilities and needs, the needs of the community, and implications for future learning ([[Ball & Cohen (1996)|Ball & Cohen, 1996]]).
-Citing studies concerning the transtion from novice to expert science teaching ([[Tschannen-Moran, Hoy, & Hoy (1998)|Tschannen-Moran, Hoy, & Hoy, 1998]]; [[Carter (1990)|Carter, 1990]]; [[Borko, Bellamy, & Sanders (1992)|Borko, Bellamy, & Sanders, 1992]]; [[Borko & Livingston (1989)|Borko & Livingston, 1989]]; [[Clermont, Borko, & Krajcik (1994)|Clermont, Borko, & Krajcik, 1994]]), Schneider & Krajcik consider Shulman's ([[Shulman (1986)|1986]], [[Shulman (1987)|1987]]) framework of content, pedagogical, and pedagogical content knowledge (PCK), all three of which are required of teachers in planning lessons. Teachers might gain knowledge in these areas through rich narratives of practice, either presented as cases or from their own experiences ([[Brown, Collins, & Duguid (1989)|Brown, Collins, & Duguid, 1989]]; [[Guskey (1986)|Guskey, 1986]]; [[Pajeres (1992)|Pajeres, 1992]]). Although the narratives are not always real, teachers strongly believe they learn by doing ([[Borko & Mayfield (1995)|Borko & Mayfield, 1995]]; [[Fenstermacher (1994)|Fenstermacher, 1994]]; [[Richardson (1990)|Richardson, 1990]]). Therefore, Schneider and Krajcik used five design principles for their educative curriculum (p. 224):
+Citing studies concerning the transtion from novice to expert science teaching ([[Tschannen-Moran, Hoy, & Hoy (1998)|Tschannen-Moran, Hoy, & Hoy, 1998]]; [[Carter (1990)|Carter, 1990]]; [[Borko, Bellamy, & Sanders (1992)|Borko, Bellamy, & Sanders, 1992]]; [[Borko & Livingston (1989)|Borko & Livingston, 1989]]; [[Clermont, Borko, & Krajcik (1994)|Clermont, Borko, & Krajcik, 1994]]), Schneider & Krajcik consider Shulman's ([[Shulman (1986)|1986]], [[Shulman (1987)|1987]]) framework of content, pedagogical, and pedagogical content knowledge (PCK), all three of which are required of teachers in planning lessons. Teachers might gain knowledge in these areas through rich narratives of practice, either presented as cases or from their own experiences ([[Brown, Collins, & Duguid (1989)|Brown, Collins, & Duguid, 1989]]; [[Guskey (1986)|Guskey, 1986]]; [[Pajeres (1992)|Pajeres, 1992]]). Although the narratives are not always real, teachers strongly believe they learn through doing ([[Borko & Mayfield (1995)|Borko & Mayfield, 1995]]; [[Fenstermacher (1994)|Fenstermacher, 1994]]; [[Richardson (1990)|Richardson, 1990]]). With this in mind, Schneider and Krajcik used five design principles for their educative curriculum (p. 224):
 * Address each area of knowledge necessary for exemplary practices &mdash; content knowledge, pedagogical knowledge, and PCK
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 * What do teachers understand when they use educative curriculum materials?
 * What are teachers' classroom practices like when they use educative curriculum materials?
 === Findings ===
 == Also ==

imported>Raymond Johnson: no "the" in journal name

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no "the" in journal name

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	{{Title\|Supporting Science Teacher Learning: The Role of Educative Curriculum Materials}}		{{Title\|Supporting Science Teacher Learning: The Role of Educative Curriculum Materials}}
	__NOTOC__		__NOTOC__
	The article ''Supporting Science Teacher Learning: The Role of Educative Curriculum Materials'' was written by [[Rebecca Schneider]] and [[Joseph Krajcik]] in 2002 and published in ''[[~~The~~ Journal of Science Teacher Education]]''. It is available from SpringerLink at http://link.springer.com/article/10.1023%2FA%3A1016569117024.		The article ''Supporting Science Teacher Learning: The Role of Educative Curriculum Materials'' was written by [[Rebecca Schneider]] and [[Joseph Krajcik]] in 2002 and published in the ''[[Journal of Science Teacher Education]]''. It is available from SpringerLink at http://link.springer.com/article/10.1023%2FA%3A1016569117024.

	== Abstract ==		== Abstract ==

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Summary: headings for summary

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	* Address immediate needs for understanding as teachers plan for lessons soon to be enacted		* Address immediate needs for understanding as teachers plan for lessons soon to be enacted

	These principles resulted in content explanations, unit overviews, enactment scenarios, assessment supports, and teacher strategy notes. At the time these materials created, only the elementary mathematics materials ''Investigations in Numbers, Data, and Space'' from [[TERC (1995)]] claimed to have developed similarly educative materials.		These principles resulted in content explanations, unit overviews, enactment scenarios, assessment supports, and teacher strategy notes. At the time these materials created, only the elementary mathematics materials ''Investigations in Numbers, Data, and Space'' from [[TERC (1995)]] claimed to have developed similarly educative materials, the research of which yielded mixed results ([[Collopy (1999)\|Collopy, 1999]]).

			=== Research Questions and Design ===

			Schneider & Krajcik asked the question "What is the role of educative curriculum material in supporting reform-based practices in science education?" (p. 225) and supported it with three subquestions:

			* How do teachers use educative curriculum materials?
			* What do teachers understand when they use educative curriculum materials?
			* What are teachers' classroom practices like when they use educative curriculum materials?

			=== Findings ===

	== Also ==		== Also ==

imported>Raymond Johnson: summary framework

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summary framework

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 ** Teachers' Pedagogical Content Knowledge
 * Discussion
 == Also ==

imported>Raymond Johnson: new page

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new page

New page

{{Title|Supporting Science Teacher Learning: The Role of Educative Curriculum Materials}}
__NOTOC__
The article ''Supporting Science Teacher Learning: The Role of Educative Curriculum Materials'' was written by [[Rebecca Schneider]] and [[Joseph Krajcik]] in 2002 and published in ''[[The Journal of Science Teacher Education]]''. It is available from SpringerLink at http://link.springer.com/article/10.1023%2FA%3A1016569117024.

== Abstract ==

This article does not have an abstract.

== Outline of Headings ==

* Introduction
* Theoretical Framework
** Designing Educative Materials
** Our Questions
* Methods
** Background
** Educative Features of the Materials
** Teacher Work Sessions
** Data Collection
** Data Reduction
** Data Analysis
* Findings
** Individual Teachers
** Teachers' Use of Educative Materials
** Teachers' Content Knowledge
** Teachers' Pedagogical Knowledge
** Teachers' Pedagogical Content Knowledge
* Discussion

== Also ==

=== APA ===

Schneider, R. M., & Krajcik, J. (2002). Supporting science teacher learning: The role of educative curriculum materials. ''Journal of Science Teacher Education'', 13(3), 221–245. doi:10.1023/A:1016569117024

== BibTeX ==

<pre>
@article{Schneider2002,
author = {Schneider, Rebecca M. and Krajcik, Joseph},
doi = {10.1023/A:1016569117024},
journal = {Journal of Science Teacher Education},
number = {3},
pages = {221--245},
title = {{Supporting science teacher learning: The role of educative curriculum materials}},
url = {http://link.springer.com/article/10.1023\%2FA\%3A1016569117024},
volume = {13},
year = {2002}
}
</pre>

[[Category:Journal Articles]]
[[Category:Journal of Science Teacher Education]]
[[Category:2002]]
[[Category:Curriculum Use]]
[[Category:Science Education]]