School Science Capacity: A Study of Four Urban Catholic Grade Schools

Working from the view of schools as a system, and of school improvement as an ongoing journey (Hallinger & Heck, 2011; Jackson, 2000), this study investigated the perspectives of teacher leaders and principals from four metropolitan Catholic grade schools engaged in efforts to improve their school science programs. Built upon existing conceptualizations of school capacity, a model of school science capacity is presented and used as a framework for the development of four case studies. Findings gleaned from collecting and analyzing reports of teacher leaders’ and principals’ interpretations of their school systems illustrate how elements of the school science capacity framework interacted to support and at times constrain, the schools’ science improvement efforts. Implications for Catholic school educators, administrators, and researchers who seek to make science a priority, and build school science capacity, are discussed. Capacité scientifique à l’école : une étude menée dans quatre écoles primaires catholiques en milieu urbain Partant du concept que les écoles constituent un système et que leur amélioration est une quête perpétuelle (Hallinger & Heck, 2011; Jackson, 2000), cette enquête étudie sur les points de vue des responsables enseignants et chefs d’établissement de quatre écoles secondaires catholiques métropolitaines qui ont entrepris d’améliorer les programmes scientifiques dans leurs écoles. Elle décrit un modèle de capacité scientifique pour l’école, basé sur les conceptualisations existantes sur les capacités des écoles, et l’utilise comme cadre pour la présentation de quatre études de cas. Les constations tirées de l’analyse des rapports établis par les responsables enseignants et chefs d’établissement qui ont interprété leurs systèmes scolaires illustrent de quelle manière des éléments du cadre de la capacité scientifique des écoles interagissent pour soutenir, et parfois restreindre, les actions menées par les écoles pour améliorer l’enseignement des sciences. Cette étude discute des implications pour les établissements d’enseignement, les administrateurs et chercheurs catholiques qui essaient de donner la priorité aux sciences. Capacidad científica de las escuelas: Estudio de cuatros escuelas católicas urbanas Al trabajar desde la perspectiva de las escuelas como sistema y de la mejora escolar como un proyecto en transcurso (Hallinger & Heck, 2011; Jackson, 2000), el presente estudio investiga las perspectivas de docentes líderes y directores de cuatro escuelas católicas metropolitanas involucradas en esfuerzos para mejorar sus programas escolares de ciencias. Este estudio presenta y emplea un modelo de capacidad científica en las escuelas como marco para el desarrollo de cuatro estudios de casos. Los resultados obtenidos de la recopilación y del análisis de las interpretaciones de los informes de docentes líderes y directores de sus sistemas escolares ilustran cómo elementos del marco de capacidad científica de la escuela interactuaban para apoyar y a veces restringir los esfuerzos de mejora científica de las escuelas. Así mismo, el presente trabajo discute implicaciones para la educación en escuelas católicas, personal directivo e investigadores que intentan convertir las ciencias en una prioridad y construir una capacidad científica en las escuelas

Partnering for Engineering Teacher Education

The aim of this article is to describe a specific approach to preparing elementary teacher candidates to teach engineering through a field-based undergraduate course that incorporates various engineering experiences. First, candidates visit a children’s museum to engage in engineering challenges and reflect on their experiences as learners as well as teachers. The majority of course sessions occur on-site in a neighborhood elementary school with a dedicated engineering lab space and teacher, where candidates help facilitate small group work to develop their own understandings about engineering and instructional practices specific to science and engineering. Candidates also have the option to attend the elementary school’s Family STEM Night which serves as another example of how informal engineering experiences can complement formal school-day experiences as well as how teachers and schools work with families to support children’s learning. Overall, candidates have shown increased confidence in engineering education as demonstrated by quantitative data collected through a survey instrument measuring teacher beliefs regarding teaching engineering self-efficacy. The survey data was complemented by qualitative data collected through candidates’ written reflections and interviews. This approach to introducing elementary teacher candidates to engineering highlights the value of a) capitalizing on partnerships, b) immersing candidates as learners in various educational settings with expert educators, c) providing opportunities to observe, enact, and analyze the enactment of high-leverage instructional practices, and d) incorporating opportunities for independent and collaborative reflection

Teaching, Learning and Leading with Schools and Communities: Preparing Sophisticated, Reflective, and Resilient Elementary STEM Educators

Loyola University Chicago’s Teaching, Learning and Leading with Schools and Communities (TLLSC) program is an ambitious break from traditional, university-based teacher preparation models. This clinically-based initial teacher preparation program, fully embedded in local schools and community organizations, takes an ecological perspective on the development of sophisticated, reflective, and resilient elementary science educators who are able to prepare and inspire students and act as agents of change in their schools. This paper describes how TLLSC leverages time for science across elementary teacher candidates’ entire program through an emphasis on practitioner inquiry and integrated (inter- and trans-disciplinary) teaching and learning. TLLSC’s innovative approach is designed to foster STEM habits of mind, integrate scientific practices, and support candidates’ ongoing self-examination of personal and social applications of science for themselves and their future students

Teaching, Learning, and Leading with Schools and Communities: One Urban University Re-Envisions Teacher Preparation for the Next Generation

Ultimately, the national goals of improving learning outcomes for all students and reducing, if not eliminating, the achievement gap require a teaching corps that brings knowledge and professional competencies to have positive impacts on diverse learners in diverse settings (Gándara & Maxwell-Jolly, 2006). As central actors in schools, teachers have the greatest impact on student achievement (Cochran-Smith & Fries, 2005). Nevertheless, due to varied challenges of preparing high-quality teachers within the context of traditional schools of education, preparation programs have yet to consistently and comprehensively produce teachers who accomplish these outcomes (Ball & Forzani, 2009; Larabee, 2004, 2010). While substantive reform and evidence of improved teacher education emerges (Ball & Forzani, 2009, 2010; Zumwalt & Craig, 2005), systemic change that contributes to better pre-kindergarten-through-twelfth-grade (PK-12) student outcomes remains elusive (Darling-Hammond, 2010)

Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement

Science education reform may fall short of its potential to reduce educational disparities if the challenges are interpreted using strictly reductionist approaches. Taking a cue from school effectiveness research and reframing our approach using systems thinking, this study examined school-level variables associated with equitable science achievement. In particular, this study explores the concept of trust in relation to science education. Building upon a substantial body of research literature, we offer refined conceptualizations of schoolwide trust along with the findings that trust fluctuates according to the type of interpersonal relationship, that teacher views of the school principal’s trustworthiness are considerably more variable than views of fellow teachers’ trustworthiness, and that schoolwide science achievement is associated with perceptions of the school principal’s trustworthiness. This study supports the view that trustworthy professional relationships are one of several complementary organizational resources that promote effective and equitable science education. Moreover, our study identified aspects of school trust corresponding to school-level student science outcomes, and these differed from results reported elsewhere for math and reading/language-arts achievement

Examining Elementary School Science Achievement Gaps Using an Organizational and Leadership Perspective

There is the tendency to explain away successful urban schools as indicative of the heroic efforts by a tireless individual, effectively blaming schools that underperform for a lack of grit and dedication. This study reports the development of a research instrument (School Science Infrastructure, or SSI) and then applying that tool to an investigation of equitable science performance by elementary schools. Our efforts to develop a science-specific instrument to explore associations between school-level variables and equitable science performance are informed by James Coleman’s tripartite notion of social capital: the “wealth” of organizations is encompassed within their social norms, informational channels, and reciprocating relationships. Grounded in school effectiveness research and social capital theory, the instrument that we report on here is a valid and reliable tool to support meso-level investigations of factors contributing to school variations in science achievement

Rivaroxaban with or without aspirin in stable cardiovascular disease

BACKGROUND: We evaluated whether rivaroxaban alone or in combination with aspirin would be more effective than aspirin alone for secondary cardiovascular prevention. METHODS: In this double-blind trial, we randomly assigned 27,395 participants with stable atherosclerotic vascular disease to receive rivaroxaban (2.5 mg twice daily) plus aspirin (100 mg once daily), rivaroxaban (5 mg twice daily), or aspirin (100 mg once daily). The primary outcome was a composite of cardiovascular death, stroke, or myocardial infarction. The study was stopped for superiority of the rivaroxaban-plus-aspirin group after a mean follow-up of 23 months. RESULTS: The primary outcome occurred in fewer patients in the rivaroxaban-plus-aspirin group than in the aspirin-alone group (379 patients [4.1%] vs. 496 patients [5.4%]; hazard ratio, 0.76; 95% confidence interval [CI], 0.66 to 0.86; P<0.001; z=−4.126), but major bleeding events occurred in more patients in the rivaroxaban-plus-aspirin group (288 patients [3.1%] vs. 170 patients [1.9%]; hazard ratio, 1.70; 95% CI, 1.40 to 2.05; P<0.001). There was no significant difference in intracranial or fatal bleeding between these two groups. There were 313 deaths (3.4%) in the rivaroxaban-plus-aspirin group as compared with 378 (4.1%) in the aspirin-alone group (hazard ratio, 0.82; 95% CI, 0.71 to 0.96; P=0.01; threshold P value for significance, 0.0025). The primary outcome did not occur in significantly fewer patients in the rivaroxaban-alone group than in the aspirin-alone group, but major bleeding events occurred in more patients in the rivaroxaban-alone group. CONCLUSIONS: Among patients with stable atherosclerotic vascular disease, those assigned to rivaroxaban (2.5 mg twice daily) plus aspirin had better cardiovascular outcomes and more major bleeding events than those assigned to aspirin alone. Rivaroxaban (5 mg twice daily) alone did not result in better cardiovascular outcomes than aspirin alone and resulted in more major bleeding events