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Abstract
AFTER LISELL-B: DRAWING ON ANT TO EXPLORE THE TERRAIN OF SUSTAINABILITY AND PROFESSIONAL LEARNINGbyAMANDA MARGARITE LATIMER(Under the Direction of Cory A. Buxton)ABSTRACTImplementation of science educational reforms in the 21st century has created challenges in science education that have evolved from an assemblage of historical, scientific, educational and political selective pressures (funding, standards, teacher shortages, time and curriculum) which are further complicated by a constant flow of new science information, and recent innovations in technology. Professional learning has become centrally important in helping teachers obtain the knowledge and skills that are needed to address reforms and implement 21st century learning in a constantly evolving environment. But research has only recently begun to bring to light what types and features of professional learning are important for supporting teachers knowledge, classroom skills and practice that can be sustained over time and our intent is to add to this literature.This case study uses ethnographic methods and the lens of Actor-Network Theory to explore the long-term sustainability of the practices and materials that were part of a highquality professional learning network (referred to as the LISELL-B project) during the two years after the LISELL-B network was dissolved. The LISELL-B project was a purposefully constructed professional learning network which supported science learning (both within and outside of a middle school) over a three-year period. This project comprised of an assemblage of actants/actors. For example science teachers, workshops, kits, Next Generation Science Standards, students, universities, colleges, General Academic Vocabulary cards, parents, graduate students, and university faculty. The LISELL-B PL provided a collaborative space with teachers, intended to intervene in the conventional paradigm which positions teachers as deficient, in need of training or fixing. Fieldnotes, transcripts, teacher enactment and artifact data were collected from an interview, classroom observations, teacher planning meetings, teacher logs, and virtual observations. This study resulted in empirical data which showed that many of the LISELL-B practices and materials that were part of the LISELL-B professional learning network were still working and supporting science learning with teachers and students in their classrooms during the two years after the LISELL-B network was dissolved.