{"title":"科学教师学习的实用措施:组织功能和承受能力的概念化","authors":"Eleanor R. Anderson, Jennifer Richards","doi":"10.1002/sce.21895","DOIUrl":null,"url":null,"abstract":"In this paper, we build on a growing body of research on practical measurement for educational improvement, contributing a conceptualization of the organizational functions of measurement in processes of persistence and change. Our work is grounded in theoretical understandings of micro‐institutional change that foreground processes of reproduction and disruption of organizational categories, priorities, assumptions, and practices. Drawing together measurement discourses from multiple fields of study, we identify four metaphors for organizational functions that measures can serve: carriers, windows, exercises, and drivers. We propose a conceptual framework illustrating relationships and pathways among these functions as they operate in context. We then apply the framework in the context of co‐designing three practical measures of science teacher learning in a large urban district, illustrating varied pathways through which the practical measures seemed to function, and documenting their respective affordances and constraints in driving reproduction and/or disruption in the organization's work to support science teacher learning. This line of work extends prior research on practical measurement through its focus on measures of science teacher learning and its attention to how practical measures can function to shape broader processes of organizational transformation and stability. This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Practical measures of science teacher learning: Conceptualizing organizational functions and affordances\",\"authors\":\"Eleanor R. Anderson, Jennifer Richards\",\"doi\":\"10.1002/sce.21895\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this paper, we build on a growing body of research on practical measurement for educational improvement, contributing a conceptualization of the organizational functions of measurement in processes of persistence and change. Our work is grounded in theoretical understandings of micro‐institutional change that foreground processes of reproduction and disruption of organizational categories, priorities, assumptions, and practices. Drawing together measurement discourses from multiple fields of study, we identify four metaphors for organizational functions that measures can serve: carriers, windows, exercises, and drivers. We propose a conceptual framework illustrating relationships and pathways among these functions as they operate in context. We then apply the framework in the context of co‐designing three practical measures of science teacher learning in a large urban district, illustrating varied pathways through which the practical measures seemed to function, and documenting their respective affordances and constraints in driving reproduction and/or disruption in the organization's work to support science teacher learning. This line of work extends prior research on practical measurement through its focus on measures of science teacher learning and its attention to how practical measures can function to shape broader processes of organizational transformation and stability. This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts.\",\"PeriodicalId\":771,\"journal\":{\"name\":\"Science & Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-08-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1002/sce.21895\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1002/sce.21895","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Practical measures of science teacher learning: Conceptualizing organizational functions and affordances
In this paper, we build on a growing body of research on practical measurement for educational improvement, contributing a conceptualization of the organizational functions of measurement in processes of persistence and change. Our work is grounded in theoretical understandings of micro‐institutional change that foreground processes of reproduction and disruption of organizational categories, priorities, assumptions, and practices. Drawing together measurement discourses from multiple fields of study, we identify four metaphors for organizational functions that measures can serve: carriers, windows, exercises, and drivers. We propose a conceptual framework illustrating relationships and pathways among these functions as they operate in context. We then apply the framework in the context of co‐designing three practical measures of science teacher learning in a large urban district, illustrating varied pathways through which the practical measures seemed to function, and documenting their respective affordances and constraints in driving reproduction and/or disruption in the organization's work to support science teacher learning. This line of work extends prior research on practical measurement through its focus on measures of science teacher learning and its attention to how practical measures can function to shape broader processes of organizational transformation and stability. This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts.
期刊介绍:
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]