Technical, political and cultural barriers to science education reform

Abstract

Administrative support is essential for reform efforts to take place at the building and district level. This study explored barriers teachers encountered while implementing science education reform and the impact those barriers had on change in instructional practices and reform. Findings in this study reveal that support from administration is not ideal, nor is it sufficient to support teacher efforts. Effective science instruction, defined by the National Science Education Standards, has been demonstrated to have a positive impact on student achievement. Administrators must support teachers engaging in reform efforts to enable teachers to overcome barriers and implement effective practice.

Notes

1. The questionnaire was validated in 1996 by a pool of science educators and teachers who had not participated in Discovery professional development opportunities. Reliability was calculated in 1995, 1996, 1997, 1998. Reliability of the 1998 version was established using the Cronbach Alpha Test of Internal Consistency with an r=.89.

2. The protocol was developed by Horizon Research, Inc., and was funded by the National Science Foundation. The Local Systemic Change Classroom Observation Protocol (LSC) is currently being used in conducting Local Systemic project evaluations. The version used in this study was developed in 2002. The LSC was validated by 60 science and mathematics educators who identified items on the protocol that did not meet the intended objectives. Those items were revised and reviewed by the science content expert panel. Reliability was confirmed on the LSC by having 45 observers view a videotaped lesson and complete the protocol on the same lesson. Fifty‐seven percent rated the lesson in agreement with the established rating standard.

Additional information

Notes on contributors

Carla C. Johnson

Carla C. Johnson is an Assistant Professor of Science Education at the University of Toledo, 2015 Gillham Hall, Mail Stop 924 Toledo, OH 43606, USA. Email: [email protected]. She was selected as the recipient of the Outstanding Early Career Scholar Award from the School Science and Mathematics Association (2006), based upon her scholarly work in the areas of effective science instruction, student achievement and professional development. Among her upcoming publications are a manuscript entitled ‘A study of sustained, whole‐school, professional development on student achievement in science’ in the Journal of Research in Science Teaching.