Research QuestionsThe main question

Research Questions
The main question guiding this study asked:
• How does school culture (its values, beliefs, practices, materials, and problems) influence effective science instruction?
It was articulated and reinforced by sub questions that asked:
• How does the comprehensive reform model, along with the magnet structure of the school affect the teachers’ science teaching?
• How do values and beliefs teachers express affect their science teaching?
• How do available materials and resources affect the teachers’ science education practice?
Findings
In order to address the research questions, data was gathered and triangulated from three sources: from individual semi-structured participant interviews (primarily), informal observation of the classroom and school environments, and artifact/ document collection. These data were analyzed in light of the research questions and in accordance with the theoretical framework presented earlier. Comments were coded and categorized according to specific cultural indicators from the theoretical framework. Five categories were created: values, beliefs, practice, materials, and perceived problems. From these categories themes and assertions were developed to help explain the research questions. A primary finding is presented along with three secondary findings.
Primary Finding: School Culture Drives Other Diverse Curricular Motives
As a primary finding, this study suggests that the existing school culture of the case school is organized and driven by curricular motives and subsequent day-to-day routines in areas other than those towards effective science instruction. Therefore, the norms, values, beliefs, practices, ceremonies, rituals, traditions, use of materials, and perceived problems of all stakeholders in the school community contributed to a tenor of indifference within the school in regards to effective science instruction.
Although stakeholders within the community communicated this treatment of science in varying degrees, and the appearance of a science curriculum exists, the indicators of culture in this research (values, beliefs, practice, materials, and problems) painted a contrasting picture.
As noted earlier, teachers at the case school participated in a uniquely innovative infrastructure unlike mainstream public elementary schools. In grades K-3, students spent time in each magnet over the course of the year (utilizing each magnet for nine-week durations) and at the end of grade three, students self-selected their top choices for magnet membership. Once accepted into their magnet choice at the end of third grade, the students spend the duration of fourth, fifth, and sixth grades in that magnet exclusively. This magnet structure greatly impacts the direction and actions of the entire school population. It is part of the everyday rhetoric of administrators, teachers, parents, and students.
Concurrent with the magnet structure of the school is the dedicated commitment to integrated thematic instruction (the adopted school-wide reform program).

Hasil (Bahasa Indonesia) 1:

Pertanyaan penelitianDitanyakan pertanyaan utama membimbing studi ini:• Bagaimana budaya sekolah (dengan nilai, kepercayaan, praktek, bahan, dan masalah) mempengaruhi instruksi ilmu efektif?Itu diartikulasikan dan diperkuat oleh sub pertanyaan yang ditanyakan:• Bagaimana reformasi yang komprehensif model, bersama dengan struktur magnet sekolah mempengaruhi guru sains mengajar?• Bagaimana nilai-nilai dan keyakinan guru Check mempengaruhi pengajaran ilmu mereka?• Bagaimana bahan-bahan yang tersedia dan sumber daya mempengaruhi praktik pendidikan guru ilmu pengetahuan?TemuanUntuk menjawab pertanyaan penelitian, data yang dikumpulkan dan triangulated dari tiga sumber: individu semi-terstruktur peserta wawancara (terutama), informal pengamatan dari kelas dan lingkungan sekolah, dan artefak / dokumen koleksi. Data ini dianalisis dalam terang pertanyaan penelitian dan sesuai dengan kerangka teoritis yang disajikan sebelumnya. Komentar kode dan dikategorikan berdasarkan indikator-indikator budaya tertentu dari rangka teoritis. Lima kategori diciptakan: nilai-nilai, kepercayaan, praktek, bahan, dan masalah. Dari kategori ini tema dan pernyataan dikembangkan untuk membantu menjelaskan pertanyaan penelitian. Temuan utama disajikan bersama dengan tiga temuan sekunder.Temuan utama: Budaya sekolah drive motif kurikuler lainnya beragam As a primary finding, this study suggests that the existing school culture of the case school is organized and driven by curricular motives and subsequent day-to-day routines in areas other than those towards effective science instruction. Therefore, the norms, values, beliefs, practices, ceremonies, rituals, traditions, use of materials, and perceived problems of all stakeholders in the school community contributed to a tenor of indifference within the school in regards to effective science instruction.Although stakeholders within the community communicated this treatment of science in varying degrees, and the appearance of a science curriculum exists, the indicators of culture in this research (values, beliefs, practice, materials, and problems) painted a contrasting picture.As noted earlier, teachers at the case school participated in a uniquely innovative infrastructure unlike mainstream public elementary schools. In grades K-3, students spent time in each magnet over the course of the year (utilizing each magnet for nine-week durations) and at the end of grade three, students self-selected their top choices for magnet membership. Once accepted into their magnet choice at the end of third grade, the students spend the duration of fourth, fifth, and sixth grades in that magnet exclusively. This magnet structure greatly impacts the direction and actions of the entire school population. It is part of the everyday rhetoric of administrators, teachers, parents, and students.Concurrent with the magnet structure of the school is the dedicated commitment to integrated thematic instruction (the adopted school-wide reform program).