科学教师学习的实用措施:组织功能和承受能力的概念化

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Science & Education Pub Date : 2024-08-06 DOI:10.1002/sce.21895
Eleanor R. Anderson, Jennifer Richards
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引用次数: 0

摘要

在本文中,我们将在不断增加的有关教育改进的实际测量研究的基础上,对测量在持续和变革过程中的组织功能进行概念化。我们的工作立足于对微观制度变革的理论理解,这种理解强调了组织类别、优先事项、假设和实践的复制和破坏过程。我们汇集了多个研究领域的衡量论述,确定了衡量所能发挥的四种组织功能隐喻:载体、窗口、练习和驱动力。我们提出了一个概念框架,说明了这些功能在环境中运作时的关系和路径。然后,我们在一个大型城区共同设计科学教师学习的三种实用措施的背景下应用该框架,说明了这些实用措施发挥功能的各种途径,并记录了它们在推动组织支持科学教师学习的工作的再现和/或中断方面各自的能力和限制。这一研究方向通过对科学教师学习措施的关注,以及对实用措施如何发挥作用以塑造更广泛的组织变革和稳定过程的关注,扩展了之前关于实用措施的研究。本文是 "组织背景下的教师学习与实践 "特刊的一部分。
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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.
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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
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 [...]
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