This design-based research project reports on three multilevel networks that were focused on implementing the Next Generation Science Standards (NGSS). Given the recent attention to understanding infrastructure to craft coherence in NGSS implementation, this research investigated how these networks iteratively re-designed infrastructure as they engaged in implementing the NGSS. This focus is particularly important in the current context of NGSS implementation since needed infrastructure did not accompany the dissemination of the standards. The three networks were the following: mentor teachers, district specialists, and interim assessment specialists. Qualitative cases based on recordings of network working sessions, interviews with members, and artifacts of their work were generated for each network and then compared and contrasted. Findings show the work on infrastructure re-design across the networks not only involved identifying useful NGSS-designed resources and frameworks, but also translating these into meaningful supports or scaffolds that could ultimately lead to productive forms of engagement for either supporting teacher professional learning or student learning. Also, collegial workspaces were beneficial for institutionalizing networks' foci by creating spaces for all actors to share their experiences, challenges, and needs. This meant focusing on curriculum and instructional routines for mentor teachers, focusing on NGSS instructional principles for district leaders, and focusing on the development of an interim assessment practice brief for interim assessment leaders—foci identified as central to and immediately applicable in the day-to-day work of the respective network members.

中文翻译：

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重新设计基础设施作为在三个网络之间建立一致性的策略，重点是实施下一代科学标准

这个基于设计的研究项目报告了三个多级网络，这些网络专注于实施下一代科学标准 (NGSS)。鉴于最近对理解基础设施以在 NGSS 实施中保持一致性的关注，本研究调查了这些网络在参与实施 NGSS 时如何反复重新设计基础设施。这一重点在当前 NGSS 实施的背景下尤为重要，因为所需的基础设施并未伴随标准的传播。这三个网络如下：导师教师、地区专家和临时评估专家。为每个网络生成基于网络工作会议记录、成员访谈及其工作成果的定性案例，然后进行比较和对比。调查结果表明，跨网络基础设施重新设计的工作不仅涉及确定有用的 NGSS 设计的资源和框架，而且还将这些转化为有意义的支持或脚手架，最终可能导致支持教师专业学习或学生的富有成效的参与形式。学习。此外，通过为所有参与者创造空间来分享他们的经验、挑战和需求，大学工作空间有利于制度化网络的焦点。这意味着专注于导师教师的课程和教学程序，专注于地区领导者的 NGSS 教学原则，