Middle school science teachers' perspectives
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The purpose of this qualitative case study was to examine five Georgia middle school science teachers’ perspectives on their professional learning as they implemented the Common Core Georgia Performance Standards (CCGPS) for literacy in science. One research question guided this study: What are Georgia middle school science teachers’ perspectives on their professional learning as they implemented the Common Core Georgia Performance Standards (CCGPS) for literacy in science? The theoretical frame for this study was guided by constructivism, including social constructivism and symbolic interactionism, while applying an interpretive analysis. The data collected were two semi-structured interviews with each participant, participant observations of 14 science meetings, collection of artifacts, and field notes. The constant comparative method was applied for data analysis. Findings indicated job-embedded professional learning (1) was determined by macro-level educational decisions and micro-level reactions, (2) created a spectrum of feelings: appreciation, ambivalence, apathy, and inundation, (3) allowed opportunities for different types of adult learning to occur, (4) focused more on reading than writing, speaking and listening, and language, and (5) often lacked coherence. Suggestions for future research involving policymakers, school district personnel, school leaders, teachers, and professional learning providers are explained.