
06572628
j
2016c.00331
Thomas, Julie
Cooper, Sandi
The road to reform: a grounded theory study of parents' and teachers' influence on elementary school science and mathematics.
Sch. Sci. Math. 116, No. 1, 2942 (2016).
2016
Wiley (WileyBlackwell), Hoboken, NJ; School Science and Mathematics Association (SSMA), Stillwater, OK
EN
D30
D40
C20
C60
educational reforms
parents' role
teachers' role
doi:10.1111/ssm.12151
Summary: Though elementary teacher educators introduce new, reformbased 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 semistructured, openended 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.