Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Judith Tanner

Abstract

The Next Generation Science Standards transitions science instruction to a strategic focus on students’ application of science content through sensemaking to deepen their understanding of naturally occurring phenomena. As an innovative educational initiative, NGSS requires a vast shift in how all stakeholders approach scientific learning in public education. New Mexico formally adopted NGSS in 2017 and promptly expected full implementation. The problem explored in this study is the perceptions of principals, instructional coordinators, and science educators on the implementation of NGSS, based on New Mexico’s abridged timeline, inadequate funding, and limited professional learning. The study used a qualitative exploratory case study to explore three science education stakeholders’ perceptions on the implementation of NGSS in four New Mexico school districts. The study was guided by sensemaking theory (Schön,1983; Weick,1995) as the theoretical framework. The Framework (National Research Council, 2012) guided the study’s conceptual framework to analyze the perceptions experienced during NGSS implementation with three secondary principals, one instructional coordinator, and four science educators. Semi-structured interviews were analyzed through provisional and open coding. Results from the study indicate that experiencing the three dimensions of NGSS in professional learning is beneficial and sensemaking supports college and career readiness. The findings also suggest that the current instructional materials do not fully address NGSS and performance expectations are challenging to assess. Gathering data on NGSS implementation may provide guidance on the effort to transform science classrooms to meet globalized scientific literacy. Evaluation of implementation practices can strengthen effective instructional strategies evoking positive social change.

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