Next Generation Science Standards: A National Mixed‐Methods Study on Teacher Readiness

Abstract

Next Generation Science Standards (NGSS) science and engineering practices are ways of eliciting the reasoning and applying foundational ideas in science. As research has revealed barriers to states and schools adopting theNGSS, this mixed‐methods study attempts to identify characteristics of professional development (PD) that will supportNGSSadoption and to improve teacher readiness. In‐service science teachers from across the nation were targeted for the survey and responses represented 38 states. Research questions included: How motivated and prepared are in‐service 7–12 teachers to useNGSSscience and engineering practices? What is the profile of 7–12 in‐service teachers who are motivated and feel prepared to useNGSSscience and engineering practices? The study revealed that teachers identified engineering most frequently as aPDneed to improve theirNGSSreadiness. High school teachers rated themselves as more prepared than middle school and all teachers who use Modeling Instruction expressed higherNGSSreadiness. These findings and their specificity contribute to current knowledge, and can be utilized by districts in selectingPDto support teachers in preparing to implement theNGSSsuccessfully.