What does it take to prioritize science instruction in an elementary system? In this article, we’ll examine three transformative leadership practices underway in a Title-1 school district in Central Phoenix and their role in shifting the district culture from little-to-no science instruction for elementary students towards a burgeoning commitment to phenomena-based science teaching and learning. We describe how a focus on allocated and reinforced science instructional time, high-quality literacy-rich science instructional materials, and coordinated opportunities for teacher professional growth worked in concert as crucial elements to enact systems change.

View Article: https://www.tandfonline.com/doi/epdf/10.1080/00368148.2024.2293467?needAccess=true

Year: 2024


  • Elementary Science Education
  • Leadership Practices

Related Publications

High Hopes – Few Opportunities: The Status of Elementary Science Education in California

By R. Dorph, P. Shields, J. Tiffany-Morales, A. Hartry and T. MacCaffrey

High Hopes – Few Opportunities: The Status of Science Education in California summarizes new and extensive research examining the status of science education in the [...]

Download (PDF)