Investigating the role of a district science coordinator

This study explored the professional responsibilities of district science coordinators, their professional development (PD) experiences, the relationship between their role, responsibilities, district context, and background, and barriers encountered in their work. A national sample (n = 122) of sel...

Full description

Saved in:
Bibliographic Details
Published in:Journal of research in science teaching 2017-09, Vol.54 (7), p.914-936
Main Authors: Whitworth, Brooke A., Maeng, Jennifer L., Wheeler, Lindsay B., Chiu, Jennifer L.
Format: Article
Language:English
Subjects:
Coordinators
district leadership
Elementary School Science
Elementary Secondary Education
Faculty Development
Polls & surveys
Power
Professional development
Professional responsibilities
Rural communities
Rural schools
School Districts
Science
science coordinators
Science Instruction
Science Teachers
Secondary School Science
Semi Structured Interviews
Teacher Surveys
Teachers
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study explored the professional responsibilities of district science coordinators, their professional development (PD) experiences, the relationship between their role, responsibilities, district context, and background, and barriers encountered in their work. A national sample (n = 122) of self‐identified science coordinators completed a Science Coordinator Role Survey. Participants’ responses were analyzed using descriptive and correlational statistics. Following analysis of survey data, 16 participants (13.1%) were purposefully selected for semi‐structured follow‐up interviews. Results indicated the majority of respondents identified themselves as Caucasian, female, and had served in their position for less than 10 years. The typical science coordinator held a degree in a science content area and was a former science teacher. Respondents without science degrees tended to hold positions at small, remote, or rural school districts with responsibilities in multiple content areas. Participants also reported barriers of not having enough PD opportunities, lack of time, lack of emphasis on science instruction, and a lack of power to enforce policies within a district. Results characterize the professional responsibilities of coordinators, provide insight into the role of a science coordinator, and into how to create targeted PD for coordinators. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54: 914–936, 2017
ISSN:0022-4308
1098-2736
DOI:10.1002/tea.21391