By Rebecca Abbott, Meredith Moran, and Alicia Baier Wideman,
What does it take to prioritize science instruction in an elementary system? In this article, we’ll examine three transformative leadership practices underway in a Title-1 school district in Central Phoenix and their role in shifting the district culture from little-to-no science instruction for elementary students towards a burgeoning commitment to phenomena-based science teaching and learning. We describe how a focus on allocated and reinforced science instructional time, high-quality literacy-rich science instructional materials, and coordinated opportunities for teacher professional growth worked in concert as crucial elements to enact systems change.
Web SeminarScience Update: Making Climate Science Matter: Expanding the Use and Reach of the Fifth National Climate Assessment, May 2, 2024
Join us on Thursday, May 2, 2024, from 7:00 to 8:00 PM ET, to learn about the fifth National Climate Assessment (NCA5) report....