Is Alignment Enough? Investigating the Effects of State Policies and Professional Development on Science Curriculum Implementation

Item

Title

Is Alignment Enough? Investigating the Effects of State Policies and Professional Development on Science Curriculum Implementation

Abstract/Description

Implementation of science curriculum materials has been a fundamental challenge in science education for decades. Policy researchers have argued that alignment of standards, curriculum, and assessment are the key to supporting implementation. This paper focuses on teachers' perceptions of curricular alignment and on curriculum implementation using empirical data from a statewide systemic inquiry science reform effort targeting students from kindergarten to eighth grade. We find that the success of alignment policies depends on teachers' construal of the relationship between standards and curriculum materials and on allocation of time for planning at the school level. © 2008 Wiley Periodicals, Inc. Sci Ed 93:656–677, 2009

Author/creator

Penuel, William R.

Fishman, Barry J.

Gallagher, Lawrence P.

Korbak, Christine

Lopez-Prado, Bladimir

Date

2009

In publication

Science Education

Volume

93

Issue

4

Pages

656-677

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

1098-237X

DOI

10.1002/sce.20321

URL

Free Access on Publisher's Webpage (Wiley Online Library)

Citation

Penuel, W., Fishman, B. J., Gallagher, L. P., Korbak, C., & Lopez-Prado, B. (2009). Is Alignment Enough? Investigating the Effects of State Policies and Professional Development on Science Curriculum Implementation. Science Education, 93(4), 656–677. https://doi.org/10.1002/sce.20321

Cited in

The Institution of Schooling

Item sets

Handbook Chapter 4 Citations

• Email