000			01893nam a22002057a 4500
005			20240108150341.0
008			240108b ||||| |||| 00| 0 eng d
022			_a0195-6744
100			_aHardy, Ian
245			_aProfessional Capital as Political Capital _b: Science Standards Reform in the United States (Journal Article)
260			_aChicago _b: University of Chicago Press _c, May 2022
300			_a361-388p.
440			_aAmerican Journal of Education _v, Volume 128: Number 3, May 2022
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Purpose: Drawing upon research into standards reform, and theorizing of professional and political capital, this article seeks to understand the development of and advocacy for the Next Generation Science Standards in the United States. As well as revealing how professional capital exists in three dimensions—human, social, and decisional—the research argues professional capital also needs to be understood as inherently political. Research Methods/Approach: The research draws upon interviews and discussions with key educators who developed and supported the Next Generation Science Standards at state and national levels. Findings: The article reveals political capital as vital for promoting educational standards reform, managing perceptions of reform, and making pragmatic decisions to ground reform in context. Political capital is a complex, contingent capacity vital to the development and acceptance of science education reform. Implications: Findings have implications for understanding power dynamics that characterize reform in schooling systems and professional contexts more broadly.
650			_aProfessional Capital| Political Capital| Science Standards Reform| Education
700			_aCampbell, Todd
856			_uhttps://doi.org/10.1086/719157
942			_cPER
999			_c45053 _d45052