Initial Growth of Inclusive Knowledge and Leadership Practices by Science Education Teacher-Leaders

Authors

Elizabeth B. Lewis, University of Nebraska-LincolnFollow
Elizabeth Hasseler, University of Nebraska-LincolnFollow
Rachel Benzoni, University of Nebraska-LincolnFollow
Gina S. Matkin, University of Nebraska-LincolnFollow

ORCID IDs

Lewis 0000-0002-3429-3003

Hasseler 0000-0001-8682-8092

Matkin 0000-0002-9152-8024

Document Type

Article

Date of this Version

2024

Citation

Slides of a talk given at NARST 2024 Annual Conference, March 19, 2024

National Association of Research on Science Teaching (NARST), 2024 Annual International Conference, Denver, Colorado, United States, March 17-20, 2024

Comments

Copyright 2024, the authors

Abstract

Introduction & Rationale for Study

● Science teachers are integral to the success of science education reform. ● Science education needs leaders from all parts of the field and system. ● However, science teachers have not been well-positioned for leadership.

Grant-funded Project & Study Focus

Project Phases, Objectives, & Timeline

Conceptual Framework

ACESSE Framework for Equitable Science Learning

Literature Review

Methodology: Approach, Research Question, & Participants, Data Sources & Analytic Methods

Noyce MTFs’ Science Teaching Experience & Certifications

MTFs’ School and District Demographics

Summary of MTFs’ Most Common Leadership Activities

Research Instrument and Analytic Lens

Cohort 1 & 2 Baseline IDI Results, MTF Cohort 1 Pre(T1)- Post (T2)

IDI Orientation Gap

Limitations

Recommendations & Implications

Conclusion & Future Research