id: 06572628
dt: j
an: 2016c.00331
au: Thomas, Julie; Cooper, Sandi
ti: The road to reform: a grounded theory study of parents’ and teachers’
influence on elementary school science and mathematics.
so: Sch. Sci. Math. 116, No. 1, 29-42 (2016).
py: 2016
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: D30 D40 C20 C60
ut: educational reforms; parents’ role; teachers’ role
ci:
li: doi:10.1111/ssm.12151
ab: Summary: Though elementary teacher educators introduce new, reform-based
strategies in science and mathematics methods courses, researchers
wondered how novices negotiate reform strategies once they enter the
elementary school culture. Given that the extent of parents’ and
veteran teachers’ influence on novice teachers is largely unknown,
this grounded theory study explored parents’ and teachers’
expectations of children’s optimal science and mathematics learning
in the current era of reform. Data consisted of semi-structured,
open-ended interviews with novice teachers ($n = 20$), veteran teachers
($n = 9$), and parents ($n = 28$). Researchers followed three stages of
coding procedures to develop a logic model connecting participants’
discrete designations of the landscape, regulating phenomena,
contextual orientation, and desired outcomes. This logic model helped
researchers develop propositions for future research on the interactive
nature of parents’ and teachers’ influential role in elementary
science and mathematics education. Implications encourage science and
mathematics teacher educators ‒ as well as school administrators ‒
to explicitly develop and support novice teachers’ ability to
initiate and sustain parent/family engagement in order to create a
school climate where teachers and parents are synergistically motivated
to change.
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