La Comunicación en las Organizaciones – Perspectivas

4:15pm – 5:15pm, Griffin Exhibit Hall

B82. An Examination of Beginning Science Teacher Identity Constructions through an Online Mentoring Program: A Two-Year Qualitative Study

EunJin Bang, Iowa State University, [email protected] Julie A. Luft, The University of Georgia

ABSTRACT: This two-year qualitative study examined identities of a beginning secondary science teacher, and how these identity constructions evolved in relation to the existing power structure. The data came from an online mentoring program called e-mentoring for Student Success (eMSS). First-year science teacher Beth, and her first and second year mentors, Emily and Eric, were chosen from 25 pairs due to their active involvements and notable relationship growth over the two years. The qualitative analysis revealed that this study found six identity codes –

Copycat, Fledgling, Inferior, Explorer, Defender and Customer. Based upon the locations of the power between the teacher and the external world, the first three identities were tipped to the external world (school system) whereas the last three related primarily to the self. From these results, we suggest that e-mentoring programs are effective dialogical tools for identity constructions, and create a community of learning.

B84. Characterizing District-wide Teachers' Science Learning Networks: Silos and Barriers to Change and Innovation Fouad Abd-El-Khalick, University of Illinois at Urbana-Champaign, [email protected]

Caroline Haythornthwaite, University of British Columbia Kirstin Phelps, University of Illinois at Urbana-Champaign Anita M. Martin, University of Illinois at Urbana-Champaign

ABSTRACT: Despite continued and substantial reform efforts, effecting change and innovation in K-12 science teaching and learning has been, and continues to be, a major challenge. Research on ‘resistance’ to reform and innovation among science teachers has mostly focused on the dissonance between teachers’ knowledge, attitudes, beliefs, and practices and those entailed by reforms. In comparison, this study adopted a social network

perspective on learning to understand how innovation (i.e., collective learning across a community of practice) is ‘taken up’ by a school building or district. Thus, the study aimed to characterize the nature of extant science teacher learning networks within whole school districts. Instructional and administrative staff in two school districts completed a survey, which asked them to identify other individuals across the district from whom they learn in relation to science teaching and three other categories of ‘learning.’ Participants also indicated the strength and frequency of their relations with those from whom they learn. Results show that science teachers’ learning networks were mostly siloed within buildings with few cross-grade, cross-level, and cross-building relations. Additionally, teacher networks related to science teaching and learning were less elaborate when compared to other networks, such as those related to learning about classroom management.

B86. Physics Teachers' Collective Agency: A Case in Curriculum Reform Guopeng Fu, University of British Columbia, [email protected] Samson Madera Nashon, University of British Columbia

ABSTRACT: Collective efficacy, as the most important property of collective agency, was often associated with social changes. This study provided a case study of how collective agency helped physics teachers adopt and adapt to the on-going curriculum reform in an East Asia country. The study employed an ethnographic approach. Three high schools participated in the research. Data were collected from physics teachers and school administrators. The results indicated that collective agency offered a forum for pedagogy and physics curriculum discussion. Through group work, teachers reduced the uncertainties of the reform. The reform mandates eliminating power hierarchies between veteran and novice teachers. Teachers' voices were collected and amplified through collective work and in turn, shaped the reform implementation. The three major factors that influenced successful collective agency were teachers' desire to improve student achievement, teachers' beliefs on the reform and school

administration. This study explored the mechanism between individual agency and collective agency, and also examined the interdependent relations between collective efficacy at individual schools and the social-structure within which they were embedded. These findings stimulate a conversation between individuals, communities, and the world. Key words: Collective agency, curriculum reform, ethnographic approach, case study

B88. Committed to Teaching: Beliefs of Persisting Beginning Secondary Science Teachers Sissy S. Wong, University of Houston, [email protected]

Irasema B. Ortega, University of Alaska Ancourage Jonah B. Firestone, Arizona State University Krista Adams, University of Nebraska-Lincoln Julie A. Luft, The University of Georgia

ABSTRACT: Three beginning secondary science teachers were followed through their first five years in practice to explore their beliefs, as well as why they selected and remained in teaching. These case studies focused on whether teacher beliefs and experiences influenced their decision to persist. Qualitative analysis revealed similar

beliefs about teaching, learning and students amongst the participants. Reasons for remaining in teaching include a desire to work with students, aspiration to increase scientific literacy, and commitment to the profession. By understanding the development of teacher beliefs, and what influences teachers to remain in the field, researchers and teacher educators may gain insight into how to prepare and support beginning science teachers in order to increase teacher persistence.

B90. Exploring Teachers' Epistemological Belief in Relation to Their Practice and Students' Critical Thinking Skills Niphon Chanlen, University of Iowa, [email protected]

ABSTRACT: This study is a multiple case study aiming to explore teachers' epistemological beliefs in relation to their practice of three in-service science teachers when trying to implement a new approach. Three middle school teachers who participated in the SWH professional development program during summer 2010 were purposefully selected by convenient sampling technique. Semi-structured interviews, classroom observations, and artifacts were collected throughout school year. Qualitative data from multiple sources were analyzed by constant comparative method. The Cornell Critical Thinking Test was administrated at the beginning and the end of school year as the pre and post test. The gain score were observed as an achievement measure. The results showed that teachers held different personal epistemological beliefs about science teaching and learning. And these individual belief systems affected teachers' understanding about the new approach. Teachers also adapted and implemented the new approach to fit their existing beliefs system. Relationship among teachers’ beliefs, practice, and students’ critical thinking test gain score is observed.

B92. Assessing Changes in Understandings of Scientific Inquiry and Teaching Across Three Research Experiences for Teachers

Sanlyn R. Buxner, University of Arizona, [email protected]

ABSTRACT: Research experiences for teachers are opportunities to help teachers update their current

understanding of STEM fields, help teachers experience firsthand how research is conducted, and encourage them to use more inquiry-based methods with their students. Despite the large investment of resources to implement these programs, a full-understanding of their impact on teachers’ knowledge and teaching practice remains incomplete. This qualitative study investigated changes in teachers’ understandings about scientific inquiry and science teaching as a result of participation in one of three summer science research programs. Each program included research experiences alongside professional researchers as well as activities and discussions to increase student engagement in inquiry-based science. Data were collected through open-ended surveys, semi-structured interviews and focus groups, program observation and artifact analysis. Participation in these programs led to small changes in teachers’ understandings of scientific inquiry. Participants also changed their descriptions teaching to include more affective goals for their students, the use of more student-centered activities, and the importance of engaging students in research. Once teachers returned to their classrooms, they reported engaging students in more active roles in their classrooms. Several teachers described implementing student research projects modeled on their own research experiences.

Strand 9: Reflective Practice