Examining Barriers to Implementation of Inquiry-Based Science: A Mixed Methods Study of 6th- 8th Grade Science Teachers in One Rural District
- ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
- Carol L. Moore (Creator)
- Institution
- Appalachian State University (ASU )
- Web Site: https://library.appstate.edu/
- Advisor
- Krista Terry
Abstract: This mixed-methods study investigated barriers of implementation of an inquiry-based science curriculum in 6th- 8th grade classrooms in a single district. Data from online surveys and interviews were used to examine barriers to the implementation of the new program and identify possible ways to overcome those barriers. The barriers identified were related to time, testing and accountability, support, and mandated curriculum. Teacher collaboration was identified as the variable that supported fidelity of implementation. The implications of this study were related directly and indirectly to testing and accountability policies. The conflict between what is expected of educators and what educators see as best practices does exist.
Examining Barriers to Implementation of Inquiry-Based Science: A Mixed Methods Study of 6th- 8th Grade Science Teachers in One Rural District
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Created on 10/31/2014
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Additional Information
- Publication
- Dissertation
- Moore, C.L. (2014). Examining Barriers to Implementation of Inquiry-Based Science: A Mixed Methods Study of 6th- 8th Grade Science Teachers in One Rural District. Unpublished doctoral dissertation. Appalachian State University, Boone, NC.
- Language: English
- Date: 2014
- Keywords
- Fidelity of implementation ,
Inquiry-based ,
Science instruction ,
Barriers of implementation