1. Bridging Reform Ideals: Crafting Coherence with a No-Excuses Charter Network
- Author
-
William Edward Lindsay
- Abstract
No-excuses charter networks and their associated pedagogical approaches have received much attention from educational reformers. Proponents point to their success in closing achievement and access gaps between student groups, while critics ask if the didactic and controlling pedagogies used to achieve these outcomes are worth it. I attempt to balance these perspectives by examining how the physics instruction found in a no-excuses network could be bridged with reform ideals. I report findings from a 33-month partnership between teachers and administrators working in a no-excuses network and a group of physics education researchers, professional development (PD) facilitators, and curriculum developers known as PEER Physics. Informed by the practice of infrastructuring, teachers, administrators, and PEER Physics stakeholders attempted to craft coherence between district-level instructional supports and a negotiated vision of effective physics instruction. The partnership also supported the ongoing sensemaking of five case teachers as they attempted to enact the partnership's instructional vision and craft coherence in their classrooms. Extensive ethnographic data was collected, including field notes taken during lesson observations and partnership meetings, interviews with students, teachers, and administrators, and artifacts representing classroom practice and partnership negotiations. Data was analyzed using a mixture of inductive and deductive coding that facilitated the production of ethnographic vignettes, case profiles, and cross-case comparisons. Analysis of data associated with infrastructuring revealed reform motivations unique to the no-excuses context, alongside the importance of flexibility and negotiation when supporting instructional change. Infrastructuring also revealed components of district-level instructional supports that were perceived by case teachers as coherent with reform ideals, including daily instructional materials and accepted student outcomes, and other components that were perceived as incoherent, including expectations of standards mastery and data-driven instruction. Analysis of classroom-level data surfaced a number of challenges that arose across case teachers and appeared to be tied to the incoherence brought on by reform. Case teachers made sense of these challenges through a reorganization of instructional practices. This sensemaking was distributed across classrooms and supported by PD, material resources, and the legitimacy brought on by infrastructuring. Theoretical implications, alongside more-practical suggestions for no-excuses networks and instructional reform programs, are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2020