Teachers and education leaders differ in which OpenSciEd challenges they prioritize: teachers rate student engagement higher, leaders rate materials adaptation and teacher capacity higher.¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i? Teachers identified sustaining student engagement as a priority more often than leaders, while leaders identified materials adaptation and improving teacher capacity as priorities more often than teachers. → 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

Subgroup comparison within the 155-respondent survey between 113 classroom teachers and 42 education leaders. The report states "Teachers identified sustaining student engagement as a priority challenge with higher frequency (59%) than leaders did (38%)." Leaders also rated materials adaptation (33% vs 18%) and teacher capacity (33% vs 14%) higher.

"Teachers identified sustaining student engagement as a priority challenge with higher frequency (59%) than leaders did (38%)."

Discussion¶

Related Claims¶

• Practitioners most often name students with disabilities (37.4%) and multilingual learners (31.0%) as groups experiencing equity challenges with OpenSciEd. — related
• OpenSciEd practitioners' highest-priority needs group into six areas: student engagement, classroom culture, assessment, materials adaptation, planning/reflection time, and teacher capacity. — 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
• Working-group synthesis identified four crosscutting research themes for OpenSciEd — related
• Teachers whose leaders prioritized at least one organizational capacity lever reported greater confidence and satisfaction with Skyline materials — related
• School leaders allocated resources to expand organizational capacity around adoption and implementation of the Skyline ELA curriculum in grades K-2 — 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
• Districts prioritize the Science of Reading but implementation varies due to competing initiatives and inconsistent EL support — related
• OpenSciEd classrooms showed greater science achievement growth than non-OpenSciEd classrooms in one district comparison — related
• Disconnected educator data systems are a common implementation challenge; a unified talent data system can generate prioritization insights — 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