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Investigating the role of a district science coordinator
Author(s) -
Whitworth Brooke A.,
Maeng Jennifer L.,
Wheeler Lindsay B.,
Chiu Jennifer L.
Publication year - 2017
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.21391
Subject(s) - context (archaeology) , science education , descriptive statistics , professional development , psychology , medical education , content analysis , work (physics) , pedagogy , sociology , medicine , social science , geography , engineering , mechanical engineering , statistics , mathematics , archaeology
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