OpenSciEd practitioners' highest-priority needs group into six areas: student engagement, classroom culture, assessment, materials adaptation, planning/reflection time, and teacher capacity.¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Survey respondents grouped their highest-priority OpenSciEd challenges into six areas of support, and nearly all of these were also among the challenges reported as occurring most often. → McElhaney 2024

Evidence¶

McElhaney 2024¶

McElhaney, K., Urban, R., Kamdar, D., Baker, A., Tsai, K., and Roschelle, J. (2024). Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/215

q2 · i? · associational · r1

Survey analysis of 155 practitioners who rated 22 challenges and selected three high-priority ones. The report states that "All these challenges identified as highest priority except for one (adapting materials) were also among the seven challenges respondents reported as experiencing or observing most often."

"All these challenges identified as highest priority except for one (adapting materials) were also among the seven challenges respondents reported as experiencing or observing most often."

Discussion¶

Related Claims¶

• Working-group synthesis identified four crosscutting research themes for OpenSciEd — related
• Practitioners most often name students with disabilities (37.4%) and multilingual learners (31.0%) as groups experiencing equity challenges with OpenSciEd. — related
• Teachers and education leaders differ in which OpenSciEd challenges they prioritize: teachers rate student engagement higher, leaders rate materials adaptation and teacher capacity higher. — related
• Professional learning and other teacher supports are perceived as foundational, addressing root causes of many OpenSciEd practitioner challenges across adoption, enactment, and assessment. — related
• High school teachers report more OpenSciEd engagement challenges than middle school teachers, and urban respondents rate challenges as occurring more often than suburban and rural respondents. — related
• Most surveyed teachers make small customizations to OpenSciEd materials often or daily, commonly to shorten lessons, increase engagement, support prior knowledge and increase relevance — related
• Teachers are able to support rich and participatory science discussions during OpenSciEd enactment, per detailed case studies of experienced teachers — related