The status of elementary school science in New Hampshire public schools: grades K-6 principals' and teachers' views
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Abstract
The New Hampshire Department of Education lacks up-to-date information on the status of elementary science education in the State and this hampers its ability to provide appropriate services to local school districts. This study is designed to collect information relative to the status of elementary science education in New Hampshire's public schools, grades K-6.
Based upon the results of a statewide public school elementary science education status survey, completed by 62% of the State's elementary school principals, as well as an in-depth look at six carefully selected elementary schools, this study qualitatively describes and interprets the condition of elementary science education in New Hampshire's public schools,
This description identifies similarities and differences that exist among the six schools and further identifies discrepancies involved at three levels of comparison: (1.) the desired state of elementary science education, as detailed in the National Science Teachers Association's Project £or Promoting Science Among Elementary School Principals, (2) the perceived state as represented by data £rom the statewide survey and interviews with six elementary school principals, and (3) the practiced state as observed through classroom visitations and interviews with 36 elementary school teachers within the six schools.
Overall there is agreement between what is described in the desired state and what New Hampshire principals and teachers perceive should be going on. However, two major areas of discrepancy are identified between the desired state and the practiced state. They are: (1.) New Hampshire elementary teachers are not prepared in science content and methods, and (2) teachers lack the time to teach hands-on science as well as the funds for materials and texts for good elementary science programs.
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Dissertation (Ed.D.)--Boston University
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