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Journal of Science Teacher Education

Erschienen in:

01.11.2012

The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School: An Ethnographic Case Study

verfasst von: Lori T. Meier

Erschienen in: Journal of Science Teacher Education | Ausgabe 7/2012

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Abstract

This ethnographic case study investigated the science practices of teachers at one public elementary magnet school in light of how school culture influenced science curriculum design and instruction. The purpose of the study was to address how school culture impacted the school’s overall treatment of science as a viable content area. Key informant teachers were interviewed to explore their personal beliefs and values, teaching, access to materials, and views of the adopted integrated thematic curriculum model and magnet structure. The resulting data, triangulated with informal observation and artifact collection, were analyzed using a theoretical framework that emphasized five interdependent school culture indicators (values, beliefs, practices, materials, and problems). Findings suggest that the school’s culture adversely influenced the treatment of science.

Vorheriger Artikel Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom

Nächster Artikel The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning

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Titel: The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School: An Ethnographic Case Study
verfasst von: Lori T. Meier
Publikationsdatum: 01.11.2012
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 7/2012
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-011-9252-1

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