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
Date
In publication
Volume
93
Issue
4
Pages
656-677
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1098-237X
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
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