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Findings argue that the school subject is a key explanatory variable and that SEAs adopt a resource-based approach to instructional policy implementation, extending research on state policy support.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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2023 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/08959048231163787](DOI: 10.1177/08959048231163787)[ ](DOI: 10.1177/08959048231163787)[journals.sagepub.com/home/epx](journals.sagepub.com/home/epx)  \nAngela M. Lyle 1, James P. Spillane2, and  \nChrista Haverly2  \nAbstract  \nThis comparative case study explores how 18 state education agencies (SEAs) support school districts in advancing standards-based elementary science reform. We identify how SEAs understand their work in advancing elementary science reform and describe how SEAs sought to engage districts in bridging from standards to classroom practice. Based on our analysis, we argue that the school subject is a critical explanatory variable in understanding SEA efforts to support standards implementation and SEAs lean on a resource-based approach for instructional policy implementation. This study contributes to the growing research base on the role of state policy in supporting standards implementation.  \nKeywords  \ninstructional reform, standards implementation, state education agency, NGSS, system-building  \nIntroduction  \nThe Next Generation Science Standards (NGSS; NGSS Lead States, 2013) and the accompanying Framework for K-12 Science Education (National  \n1 University of Michigan, Ann Arbor, USA 2Northwestern University, Evanston, IL, USA  \nCorresponding Author:  \nAngela Lyle, School of Education, University of Michigan, 610 E. University, Ann Arbor, MI 48109-1382, USA.  \nEmail: [agargaro@umich.edu](agargaro@umich.edu)  \nResearch Council, 2012) from which theNGSS were developed reflect a new iteration of standards-based reform that aims to improve teaching and learning through the adoption of ambitious instructional standards. Evolving as a national (rather than federal) policy movement, the “for states, by states”approach to developing and implementing the NGSS intentionally positioned states as the primary driver of science education policy. TheNGSS developed as a collaborative, state-led process where leaders and educators in the field drafted standards outlining what students should know and be able to do in science and provided for voluntary state adoption of those standards (NGSS Lead States, 2013) . In organizing the movement in this way, states established an agenda for science education reform outside of federal policies and provided formidable discretion in whether and how states pursued these efforts.  \nSince its development in 2013, the NGSS has gained traction as a national policy movement across the United States. At the time of this study (2019– 2020), 20 states and the District of Columbia had adopted the NGSS and another 24 states had developed their own state science standards based on the recommendations in the Framework K-12 Science Education (hereafter referred to as the Framework) . Since that time, an additional state developed state science standards based on the Framework. Research on state-level policy environments reports that state-level science coordinators’ vision for science instruction aligns with the NGSS in important ways (Haverly et al., 2022) and that the NGSS features prominently in the research and resources state science coordinators use and share with others (Hopkins, 2016; Hopkins & Gates, 2019) . The wide-scale engagement of states with the NGSS and convergence in state leaders’ thinking around NGSS-aligned science reform suggests the “for states, by states” approach to developing and implementing the NGSS managed to penetrate state policy environments without the support of federal mandates.  \nYet actualizing instructional reform like those advanced by the NGSS isnot just a matter of eliciting reform activity at the state-level (although that is essential); but rather involves how the NGSS shape the work o","cbCaisKcDdpNwkHr","https://ap.wps.com/l/cbCaisKcDdpNwkHr","pdf",474918,41,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What does the study examine about state education agencies?\",\"answer\":\"The study examines how 18 SEAs support school districts in advancing standards-based elementary science reform and how SEAs understand their work in doing so.\"},{\"question\":\"How do SEAs help districts bridge from standards to classroom practice?\",\"answer\":\"The study describes how SEAs sought to engage districts in translating standards into classroom practice for elementary science reform.\"},{\"question\":\"What theoretical argument does the study make about SEA efforts?\",\"answer\":\"The study argues that the school subject is a critical explanatory variable and that SEAs lean on a resource-based approach for instructional policy implementation.\"}]","State-Level Efforts to Reform Elementary Science Education - 2024 | PDF",1792095773,103]