Boak, Elizabeth, Curriculum and Instruction - School of Education and Human Development, University of Virginia
Advisors
Pease, Jennifer, School of Education and Human Development, University of Virginia
Abstract
At ABC Charter Schools, a New York City K-8 public charter school network, teachers routinely express concerns that their own gaps in science knowledge create challenges in enacting ABC’s prescribed elementary science curriculum. Literature suggests the experience of ABC’s teachers is common among elementary teachers, many of whom experience feelings of discomfort and under preparedness around science instruction, despite a general belief in the importance of science as a content area. This study used a qualitative case study and related document analysis to explore the experiences of one elementary teacher using a prescribed elementary science curriculum. It also analyzed how the case study teacher’s prescribed curriculum compared to other prescribed elementary science curricula in terms of the inclusion of, breadth, depth, and potential impact of educative curriculum materials. Findings suggest educative curriculum materials (ECMs) have the greatest likelihood of impacting teacher practice when they are robust, consistently included, and useful in supporting teachers in both developing their own knowledge and supporting their instructional practice. These findings were used to form recommendations for ABC Charter Schools, and these findings suggest that ABC Charter Schools would benefit from consistently incorporating rigorous ECMs related to high-impact content elements within its current prescribed science curriculum. Specific recommendations include incorporating ECMs related to students’ learning progressions, supporting students’ real-world inquiry thinking, and adding teacher-facing content and curriculum design explanations.
Boak, Elizabeth. Exploring Prescribed Elementary Science Curriculum: Analyzing Teacher Experience and Curricular Features. University of Virginia, Curriculum and Instruction - School of Education and Human Development, EDD (Doctor of Education), 2026-08-07, https://doi.org/10.18130/4bhp-n694.
