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Abstract
Science reforms bring a new vision for teaching science. A Framework for K–12 Science Education (National Research Council [NRC], 2012) and the Next Generation Science Standards (NGSS) (NRC, 2013) describe this new vision for science learning and teaching. Implementing these reforms in science classrooms depends on supporting teachers with reform-based practice. Science coordinators are a group of district leaders who could play an important role in ensuring science teachers receive support that aligns their practices with the goals of science reform. This study aims to investigate the knowledge bases held by science coordinators and examine potential variations across different stages of their careers. Two research questions guide this study: (RQ1) What are the knowledge bases held by science coordinators? and (RQ2) How, if at all, do the knowledge bases of science coordinators vary at different stages of their careers? The participants are six science coordinators who participated in the SCAFFOLD project (NSF Grant #1908431). Data were collected from 2020 to 2022 through various resources, including interviews, the survey, and the strategic plans. The descriptive qualitative research approach guides the data analysis process, and inductive analysis methods provide a deeper understanding of the knowledge bases held by new and experienced science coordinators.
The findings associated with RQ1 indicate that (1.a) The knowledge bases held by science coordinators overlap with science teachers’ PCK; (1.b) Science coordinators held specialized knowledge bases that are unique for their positions. The findings associated with RQ2 reveal that (2.a) There are significant variances in the three knowledge bases: Organizational Knowledge (OK), Knowledge of Science Instruction (KoSI), and Knowledge of Resources (KoRe); (2.b) There are some nuance differences in the two knowledge bases: Knowledge of Teacher Development (KoTD) and Knowledge of Students (KoS); and (2.c) Equity is an integral component of the knowledge bases for both new and experienced coordinators regardless of their experience. The findings contribute to the literature that there is a need for more research on the knowledge bases of science coordinators, and differentiated professional learning opportunities could better support science coordinators in their different career stages.