Instructional leadership in the era of the NGSS: Principals’ understandings of science practices
Instructional leadership in the era of the NGSS: Principals’ understandings of science practices
复制标题
NGSS 时代的教学领导：校长对科学实践的理解
DOI：
10.1002/sce.21336
复制
发表时间：
2018
影响因子：
4.3
通讯作者：
Rebecca Katsh
中科院分区：
文献类型：
--
作者：
Katherine L. McNeill;Rebecca Lowenhaupt;Rebecca Katsh
学校校长在改革中扮演着教学领导者的角色，但人们对他们的科学知识知之甚少。最近改革工作的一个关键重点是纳入科学实践，这对学校来说可能是一个重大挑战。因此，我们调查了K-8校长的看法，良好的科学教学和他们的能力，分析课堂录像的科学实践。我们的研究表明，K-8校长有有限的理解。校长们经常将良好的科学教学描述为包括调查实践，但很少包括意义建构或批评科学实践。他们还经常讨论良好的科学教学是动手，但有不同的意义什么算动手。在评估影片时，所有的校长都专注于普通教育学，很少有校长专注于科学实践，对科学实践质量的理解有限。如果我们想支持系统性变革，我们需要培养校长有效监督反映最近改革努力的科学的能力。然而，校长需要一个与科学实践相一致的愿景，但不需要（或有时间获得）与科学教师相同的专业知识水平。
School principals play a key role as instructional leaders in reform efforts, yet little is known about their knowledge of science. A key focus in recent reform efforts is the inclusion of science practices, which are potentially a significant challenge for schools. Consequently, we investigated K–8 principals’ views of good science instruction and their abilities to analyze classroom videos in relation to the science practices. Our research suggests that K–8 principals have limited understandings. Principals often described good science instruction as including the investigating practices, but rarely included the sensemaking or critiquing science practices. They also frequently discussed good science instruction as being hands‐on, but had different meanings of what counted as hands‐on. When evaluating videos, all of the principals focused on general pedagogy with few principals focused on the science practices and limited understandings of the quality of the science practices. If we want to support systemic change, we need to develop the capacity of principals to effectively supervise science that reflects recent reform efforts. However, principals need a vision that aligns with the science practices, but do not require (or have the time to obtain) the same level of expertise as their science teachers.