1 Adopting NGSS and Utah SEEd Standards: Teaching Science in Hybrid Homeschool by Kristine L. Nichols A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah April 8, 2025 Approved Katarina Anderson, Ph.D. Sara Gailey, Ph.D. 2 Acknowledgments First and foremost, I would like to thank Dr. Katarina Anderson, my Master’s chair, for guiding me through this amazing journey and graciously accepting me as her student mid-way through my program. My gratitude for her is heartfelt - she has helped me grow as a researcher, teacher, and scientist. We had the unique opportunity to travel together on a study abroad experience, along with Dr. Gailey, which made our academic connection even more meaningful. Dr. Anderson has been not only a mentor, and my professor, but also a treasured friend. She is an absolute joy to work with and has reminded me to enjoy each step along the way. A sincere thank you to my committee members, Dr. Gailey and Dr. Johnston, for the thoughtful feedback, encouragement, and wonderful support throughout this process. I will also always remember Dr. Megan Hamilton, my first chair, whose encouragement and belief in me at the beginning of this experience helped lay the foundation for all that followed. Dr. Moulding has also left a lasting impression on me as an educator and mentor. I admire her deeply and am thankful for the way she taught me to weave the threads of education into my research. She generously gave her time, believed in me, helped me build my course schedule, and supported me through scholarship funding. Her encouragement and insight were gifts I will always carry with me. I would like to thank my dear family for their unwavering support and confidence in me. I am especially grateful to my husband, Todd, who patiently listened to more education talk than he probably ever expected. He has been my tech support, taken care of many household responsibilities, and stood by me every step of the way so I could pursue this dream. I am so grateful to my children and grandchildren, who lovingly sacrificed family time and supported me through the long hours I devoted to my studies. 3 I would not be the writer or educator I am today without the incredible example and support of my parents. My dad taught me how to write essays during my early school years and has exemplified what it means to be a master educator. His guidance helped lay the foundation for my academic success. My mom has been my constant cheerleader, always believing in me, encouraging me, and sharing in my learning every step of the way. I could not have done this without both of you; your love, wisdom, and unwavering belief in me have made all the difference. As a true Wildcat, I was honored to return to Weber State University for my master’s degree, having previously earned my undergraduate degree here. The knowledge I’ve gained has been invaluable, and the instructors I’ve learned from have been truly exceptional. I am a teacher at heart and a WSU Wildcat through and through. This degree is especially meaningful because it was the third time I tried to return to school, but the timing wasn’t right until 2023. And now, with great joy and gratitude, I finish what I started. This journey has deepened my love for learning and strengthened my commitment to education. I hope the work I’ve done here will make a meaningful impact on students, hybrid homeschool families, and the future of science education. Kristine L. Nichols 4 Table of Contents Acknowledgments................................................................................................................................... 2 Introduction.............................................................................................................................................. 6 Literature Review ................................................................................................................................... 9 Homeschooling.................................................................................................................................................... 9 Hybrid Instruction .......................................................................................................................................... 12 Teaching Science Content............................................................................................................................. 13 Three Dimensions of Science Learning ................................................................................................... 15 Methods .................................................................................................................................................... 15 Study Context .................................................................................................................................................... 15 Data Collection Procedures ......................................................................................................................... 16 Participants ....................................................................................................................................................... 17 Table 1 ................................................................................................................................................................. 17 Data Analysis..................................................................................................................................................... 17 Table 2 ................................................................................................................................................................. 18 Figure 1 ............................................................................................................................................................... 18 Figure 2 ............................................................................................................................................................... 19 Table 3 ................................................................................................................................................................. 20 Table 4 ................................................................................................................................................................. 22 Results ...................................................................................................................................................... 24 Sticking to-Applying and Fully Covering Standards ............................................................................................................ 26 Catering to Different Needs and Backgrounds ....................................................................................................................... 27 Confusion About Terminology ....................................................................................................................................................... 28 Parental Expectations of Teachers and Parental Involvement....................................................................................... 29 Other ........................................................................................................................................................................................................... 31 Discussion................................................................................................................................................ 36 Research Question One ................................................................................................................................. 37 Research Question Two ................................................................................................................................ 39 Limitations .............................................................................................................................................. 41 Recommendations ................................................................................................................................ 42 References ............................................................................................................................................... 44 Appendix A: Demographic Survey.................................................................................................... 49 Appendix B: Interview Script and Protocol ................................................................................... 50 Interview Script: .............................................................................................................................................. 50 Interview Protocol: ......................................................................................................................................... 50 5 6 Introduction Science is a way to understand and learn about our ever-changing world. It is important for all students to adapt and make sense of their world by learning to appreciate and utilize science as a tool to gather valid evidence drawn from observable events, personal experiences, and research (Moulding et al., 2022). In 2012, the National Research Council (2012) of the National Academy of Sciences produced a foundational report calling for a new approach to science, ‘A Framework for K-12 Science Education. The Framework highlights the significance of science education for all Americans describing the pursuit of science literacy as “a democratic ideal deserving of focused attention, substantial resources, and ongoing effort” (p.278). This framework initiated a new vision and development of the National Generation of Science Standards (NGSS) incorporating the three dimensions of learning: 1) science and engineering practices; 2) disciplinary core ideas; and 3) crosscutting concepts (Bybee, 2014). The Framework vision for K-12 recommended the integration of the three dimensions of learning to span all aspects of science education including curriculum, instruction, and assessment, thereby influencing science instruction and learning (Bybee, 2014; Morrell, 2020; Smith, 2020). In 2013, key organizations like the National Research Council (NRC), the National Science Teachers Association (NSTA), the American Association for the Advancement of Science (AAAS), and other essential collaborators were active in the development and review of the Next Generation Science Standards (NGSS), recognizing the importance of state and educator leadership in the development of the actual standards (National Research Council, 2012). This Framework and three-dimensional learning precipitated a deviation from the previous standards, prompting a new shift for science implementation in the classroom and student performance (National Research Council, 2012). The vision of the Framework includes 7 clear expectations for K-12 students and is intentionally outlined to guide the development of new science standards. It’s intended to lead the revision of science-related curricula, instruction, assessment practices, teacher training, and promote a more cohesive and forward-thinking approach to science education. Grounded in research, the Framework provides a foundation for making informed decisions at the state level to improve science instruction. However, it may be too soon to determine how effectively its principles have been applied in homeschool and hybrid environments, where research remains limited. Thirteen states were early adopters of the NGSS standards between 2013 and 2015, while 24 states adopted the standards later, between 2015 and 2017. By spring 2018, most remaining states had used the standards as a guide, making modifications, with only a few states choosing not to reference the NGSS at all. The National Survey of Science and Mathematics Education (NSSME) conducted a study to see how the NGSS standards were being implemented in 39 states including the District of Columbia (DC). The study indicated the implications and outcomes of adopting NGSS in the first five years are unclear and perhaps dependent upon the way districts have promoted change (Smith, 2020). NSSME reported approximately 80% of middle and high school science teachers engaged in science-focused professional development (PD) over the past three years, compared to about 60% of elementary science teachers. Only around half of schools or districts provided any science-focused PD during this period. The participation rates have remained largely consistent since 2012, although elementary teachers in states that adopted changes were slightly more likely to have undergone some science-focused PD in 2018. However, the amount or lack of professional learning remains concerning. At most, about one-third of secondary teachers participated in over 35 hours of PD in the three years leading up to 2018, while over 40% of elementary teachers had no PD at all (Smith, 2020). 8 In Utah, efforts to enhance science education led to the adoption of the Utah Science with Engineering Education (SEEd) Standards (USBE, 2023) by the Utah State Board of Education in 2015 for grades 6-8 and extended to grades K-5, and 9-12 in 2019. The SEEd standards reflect an alignment with the K-12 Framework and were collaboratively developed by Utah science educators, district and charter school science leaders, and local university partners. Even though the Framework for K-12 Science Education and the NGSS were developed to facilitate the overhaul of science education with a revision of standards nationwide, the standards do not form a complete curriculum on their own. Likewise, the Utah SEEd standards do not serve as a full curriculum (National Research Council, 2012; USBE, 2023). What is more, teachers are now facing a challenge where they must adapt their mindsets and curriculum to embrace three dimensional learning, foster student engagement with rigor to cultivate deeper comprehension, and promote the application of knowledge through creativity and innovation backed by evidence. The absence of teaching resources and curriculum, combined with the scarcity of PD opportunities for the science standards results in a situation where teachers bear the overwhelming responsibility for driving change. While teachers are inherently catalysts for change in the classroom, the immense challenges they face are exacerbated by the lack of support with the science standards (Smith, 2020). There is a need for an online K-12 science curriculum tailored to meet updated NGSS and Utah SEEd Standards to assist teachers in hybrid homeschools. Additionally, teachers require training on how to teach the three guiding dimensions in their science classrooms. To address this need, we must first understand the needs and challenges teachers face to successfully implement the new science standards, including the three dimensions of learning. Accordingly, my paper will address the following research questions: 9 RQ1: What challenges are teachers facing since the adoption of the SEEd Standards in a hybrid homeschool environment? RQ2: What are the needs of teachers as they teach to the new SEEd Standards in a hybrid homeschool environment? Literature Review Homeschooling Since the 1970s, homeschooling in the United States, once considered unconventional and meeting with disapproval from the traditional education system, has gradually gained acceptance (Hamlin & Peterson, 2022). The impact of the COVID-19 pandemic contributed to a notable increase in the interest and popularity of homeschooling, including online learning (Hamlin & Peterson, 2022; McShane, 2021). The conventional educational setting, where students learn in person, five days a week, is being contrasted with the benefits of online and homeschooling, which take more advantage of reduced class sizes and a more personalized approach (Kristof, 2020). Online learning models are transforming and disrupting traditional brick-and-mortar education by making learning more affordable, accessible, convenient, and highly customizable (Horn & Staker, 2011). In spring 2021, the Kennedy Harvard School organized a virtual conference titled, “Program on Education and Governance” to enhance public comprehension of the evolving and expanding landscape of homeschooling (Hamlin & Peterson, 2022). The conference research presented found no evidence supporting the superiority or inferiority of homeschooling compared to education in public or private schools. The effectiveness of homeschooling appears to be primarily influenced by the individual child and the parents. Therefore, it could be reasonable to say families can choose whether homeschooling 10 aligns with their needs (Hamlin & Peterson, 2022), provided that their socioeconomic status allows them to do so. While homeschooling, parents have the freedom to determine the most suitable educational path for their child. Within the context of homeschool education, choice is challenging because of the diversification and definition of homeschool models. Even families who use similar homeschool models disagree on how to define themselves. When describing homeschool models, generic terms like “charter school student,” “private school student,” or “alternative school student” do not sufficiently capture these systems (Wearne, 2019a). These schools cannot be neatly categorized as families and administrators themselves often disagree about whether they are homeschoolers or private schoolers. Adding to the confusion around how to categorize these alternative forms of education, homeschool education also recognizes blended learning, sometimes called hybrid learning, as another model. The National Center for Education Statistics (2019) stated that homeschooled student numbers had doubled from 1999 to 2016. Currently, more than three percent of America’s student population is homeschooled (McShane, 2021). Micro-schools, co-ops, online learning platforms, and various hybrid learning approaches are reshaping perceptions of homeschooling, challenging the traditional binary division between conventional and homeschool education (McShane, 2021). Garlington (2020) investigated what attracts parents to homeschool their students and how the homeschool education system can enable them to outperform their public school peers in Ohio. Across the 15 participants in one study, families cited four reasons why they chose to provide homeschooling for their children: (1) a tailored education, (2) knowing children’s academic successes and challenges, (3) maintaining family connections, and (4) being intentional about socialization (Firmin et al., 2019). Garlington (2020) further studied the factors 11 that contribute to successful homeschool graduates revealing practices and attitudes that have had positive effects on students including (1) homeschooled students being positively impacted when parents allow homeschooled children to be involved in curriculum and pedagogy (2) curriculum can be taught and tailored to fit the students learning needs and styles (3) parents to provide each student with equal opportunities to succeed in a homeschooling environment. The homeschool landscape is growing and is becoming a popular school choice (McShane, 2021). Particularly amid the COVID-19 pandemic, the definition of homeschooling has become unclear as blending home, school and online instruction, adapting frequently to the uncertainties of school closures and public health issues (Hamlin & Peterson, 2020). Regardless of the name, homeschooling is expanding as more parents recognize the advantages of homeschooling for their children (Garlington, 2020). Parents who homeschool their children expressed a desire for schedule flexibility, time with family, and more intimate learning environments (Wearne, 2019a). A Utah poll conducted by EdChoice in November 2023, reported that 50% of parents of school-aged children preferred schooling to be scheduled completely outside the home, while 8% indicated having an interest in having school one day at home, 15% with interest in two days at home, 11% for three days at home, 5% for four days at home, and 12% for full-time homeschooling. Using this survey data, 50% of Utah parents with school-aged children reported interest in some form of homeschool education, while 39% reported being interested in some form of hybrid education. Enhancing public understanding of the growing and changing nature of homeschooling is critical for future educational success (McShane, 2021). 12 Hybrid Instruction During the COVID-19 pandemic, many educators and families were introduced to K-12 online and hybrid/learning, a model with both face-to-face and online modalities, as most schools closed their doors to in-person education. The pandemic caused over a billion children worldwide to quickly shift to online education when only a handful (i.e., 2%) of students in the United States had already been engaged in K-12 online or virtual schools prior to the pandemic (Black et al., 2021). Although the COVID-19 pandemic was disruptive to schools in the United States, hybrid schools experienced less disruption and navigated the pandemic better than conventional five-day-a-week brick-and-mortar schools (Wearne, 2021). Since hybrid schools managed the pandemic more effectively than other schools, more research is needed to gain valuable operational insights for other schools to learn from and implement in the future (Wearne, 2021). Since the COVID-19 pandemic, more parents have shifted their perspectives on online and hybrid education, positively changing the perceptions of homeschooling and its success (Wearne, 2016). Hybrid learning environments in their various forms are encouraging teachers and students to acquire new knowledge, utilize diverse teaching and learning modalities, and develop innovative skills. Additionally, the Internet has significantly advanced education, enabling hybrid learning models that make 21st-century education more flexible and accessible anytime and anywhere (Eliveria, et al., 2019). However, research on hybrid homeschools is scarce and more research is needed to understand the growing needs and challenges of this education sector (Wearne, 2016). Hybrid homeschools got started from the combination of the homeschooling movement, traditional private schools as well as public schools aided by the constant and consistent advancements in technology. The only literature studies about hybrid 13 homeschools have been found in university hybrid homeschool models and some public schools (Wearne 2016). For my thesis, I adopt Wearne’s (2021) definition which states that a “hybrid homeschool” is a school in which students attend school on a campus for (typically) two to three days per week, and work at home the rest of the week. This definition illustrates that hybrid homeschooling combines traditional classroom learning with at home education. In contrast, hybrid schooling often refers to a broader educational approach that blends in-person and online learning, where students might attend school full-time but have a mix of face-to-face and virtual instruction. In this thesis, I will focus specifically on hybrid homeschooling and conduct a qualitative study with teachers who teach science in this hybrid homeschool environment. By doing so, I aim to explore the unique challenges and opportunities elementary science teachers are experiencing within hybrid homeschools, particularly focused on teaching the Utah Standards (USBE, 2023). Teaching Science Content The goal of the Next Generation Science Standards (NGSS) 2019 is to establish what students should know and be able to do to prepare for college, careers, and everyday life. These standards give teachers the flexibility to teach current, research-based K-12 content in ways that inspire excitement and wonder in students. To successfully connect students to the NGSS standards requires a change from past practices and the adoption of evolving teaching methods that incorporate three dimensional learning processes, cutting-edge knowledge, and the latest tools (National Research Council, 2012). Teaching science in today’s classrooms demands improved pedagogical practices to develop innovative ideas, utilize technology, help students 14 solve real-world problems, ask questions, test ideas, and support arguments backed by evidence (USBE, 2023). The Utah SEEd Standards primarily aim to promote scientific literacy, highlighting that science is important, meaningful, and practical; it represents a collective approach to understanding and action; and it is grounded in enduring principles (USBE, 2023). The science SEEd standards were developed by expert scientists and Utah educators using the Framework for K-12 Science Education and the Next Generation Science Standards to create research-based standards for Utah. These SEEd Standards are grounded in science, the methods by which science is learned, and the various dimensions of scientific work (USBE, 2023). Therefore, the SEEd Standards should be infused and integrated as a holistic educational experience. Each standard is structured around the three dimensions of science to ensure a multifaceted science learning outcome (USBE, 2023). Introducing new educational curricula and technology, which can include any kind of new tools, methods, or content, can lead to frustration and concern among teachers as they strive to keep up with evolving technology and learn new teaching strategies. This challenge adds to the already demanding energy and time commitments that teachers face. Cain and Pantic (2022) emphasize the importance of designing professional development that supports Utah K-12 teachers in adapting to these evolving demands. Teachers who have successfully implemented new educational curricula and tools often do so by relying on the components of self-exploration, formal training, and support from their peers. Learning new methods to teach their students better enhances their ability to help students organize their understanding, gain deep knowledge, and provide reasonable answers to scientific questions. This, in turn, equips students to understand and navigate their changing world. 15 Three Dimensions of Science Learning A Framework for K-12 Science Education, published by The National Research Council (2012), details a broad set of science expectations for students. This framework is rich in science research to help define knowledge and skills for K-12 students and teachers. The knowledge and skills framework focus are a three-part disciplinary design. • Scientific and engineering practices (SEP) • Crosscutting concepts (CCC) unify the study of science and engineering throughout their common application across fields • Disciplinary Core ideas (DCI) in four disciplinary areas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. These three dimensions are designed to help build and enhance student’s skills and abilities throughout their education, to integrate learned knowledge through practice of scientific inquiry and engineering design. Methods Study Context As a licensed educator at a Charter K-7 Hybrid-Homeschool Elementary in the Intermountain West, I collaborate closely with parents and teachers to establish a unique educational partnership that blends elements of traditional schooling with homeschooling practices. This Hybrid Homeschool model aims to provide students with the advantages of both home-based and classroom-based learning environments. In this Hybrid Homeschool model, instruction in ELA and Math is provided at home by parents for 3.5 days each week. The remaining 1.5 days consist of face-to-face classroom instruction, where students engage in subjects such as science, writing, and various elective courses. Our school is classified as a Title 16 I School and enrolls approximately 255 students with class sizes typically ranging from 15 to 20 students per classroom. Within this hybrid homeschool program, students attend in-person sessions 33 times per year. During each session, teachers deliver one science lesson, resulting in a total of 33 science lessons being taught annually. The program also dedicates an additional half-day to Specials Classes which focus on teaching life skills like cooking and sewing, as well as offering STEM Labs and Arts and Humanities courses. Students can choose vocational classes such as cooking and sewing, as well as science STEM Labs and a variety of Arts and Humanities courses. The science curriculum at our school is developed by teachers who are working toward aligning lessons to the Utah SEEd Standards. To ensure the continued success of our program, science curriculum and personal development classes based around teaching the three-dimensional learning process is crucial. Data Collection Procedures To answer RQ1 and RQ2, I designed this qualitative study where I interviewed science teachers working in Hybrid Homeschooling. Prior to the interviews, participants completed an informed consent form, and a survey consisting of several demographic questions via a Google Form (see Appendix A for details). The interviews (see Appendix B for an interview protocol) were conducted one-on-one in a private classroom setting to protect confidentiality and privacy of the participants. With the participants' permission, the interviews were recorded using a recording device. Recordings were then transcribed verbatim using the Otter.ai app. All recorded interviews were kept confidential and used solely for this qualitative study. Participants’ names were substituted with pseudonyms when reporting the results. 17 Participants For this qualitative study, I recruited six participants from a hybrid homeschool environment. The participants are elementary teachers who currently teach science in grades K7. Table 7 shows demographics for all six participants. Pseudonym names are used in the table to represent the participants in my study. Table 1 Participant Characteristics Participant pseudonym Grade Teaching Age Total years of teaching 6 Years teaching science in HHS 3 Years teaching science in PS 3 Tamika 3 46 Tammie 5 38 8 6 0 Georgia 6&7 56 13 11 0 Olivia 1 43 11 10 0 Jamie 2 44 7 2 7 Robin 5, 6, & 7 42 5 2 3 Note. HHS = Hybrid Homeschool; TPS = Traditional Public School. Mean Age = 44.8 Data Analysis To answer RQ1 and RQ2, I first pre-coded the data (Saldaña, 2015) by highlighting all meaningful teacher experiences and familiarizing myself with the data. Second, I used open coding (Patton, 2002) to find meaningful utterances that answer RQ1 and RQ2. Meaningful, by definition, refers to utterance that identifies the challenges and needs of teachers. These ranged from a few words to a few sentences. At the end of this phase, 132 codes were identified. Finally, I used axial coding to identify relationships and patterns of themes from the data (Saldaña, 18 2015). Axial coding was conducted by two researchers who discussed all codes until they reached a consensus. Table 2 illustrates this process and alignments between the RQs, data sources and data analysis strategies used. Table 2 Relationship Between RQs, Data Sources, and Data Analysis Research question RQ1: What challenges are teachers facing since the adoption of the SEEd Standards in a hybrid homeschool environment? RQ2: What are the needs of teachers as they teach to the new SEEd Standards in a hybrid homeschool environment? Primary data sources Interviews Interviews Data analysis Open and Axial Coding Open and Axial Coding The process resulted in six categories for RQ1 and four categories for RQ2. Figures 1 and 2 show frequency tables per RQ, while Tables 3 and 4 provide a codebook for each category within the RQs. Figure 1 Frequency of Codes per Category for RQ1 19 Figure 2 Frequency of Codes per Category for RQ2 20 Table 3 Codebook for challenges teachers face since the adoption of the SEEd Standards in a hybrid homeschool environment (RQ)1 Theme Definition Example Lack of time Teachers explain the ongoing challenge of balancing instructional time and student engagement within a limited timeframe. Tamika: “Again time, always time. We're supposed to be doing it 90 minutes, but what third grader has 90 minutes of attention to any given subject? So sometimes I'll break it up. We'll do our standard hour-long science, and then we'll pick it up at the end of the day with like, a 10-minute review or a 10-minute check in on our experiment, or whatever we're doing there.” Sticking to, applying and fully covering standards This theme describes the difficulty of expanding the simplicity of SEEd Olivia: “My biggest challenge is the simplicity of my standards. And yeah, I would say that is the biggest thing, 21 Standards in younger grades, while addressing the complexity of uppergrade standards. Sticking to or maintaining consistency in adhering to and fully covering grade level standards is described as a key concern. especially because they're wanting us just to teach, just our standards and not really elaborate a ton because we don't want to take next years or the year after, we don't want to do their standards. But when your standards are as simple as the sun comes up on the east and sets in the west like it's hard to teach 10 weeks of that, you know, or that there's patterns that we can observe in nature. So, like, I bring in the days of the week and the months of the year and the seasons, and like, I try to bring in some of the other patterns that we see in the world around us that are not that are in line with the sun and moon phases, and you know all that, I would say that's the hardest thing, is trying to like elaborate, but not go too far.” Catering to different needs and backgrounds This theme shows challenges of a hybrid homeschool classroom in terms of teacher classroom management, student differentiation and guiding diverse learner needs. Tammie: “I find a lot, and especially this hybrid program, that some students, because they're interested in science, their background knowledge is more advanced than the other classes, so trying to keep them engaged and challenge them, as well as some of my lower students that maybe don't have as much science background.” Confusion about terminology This example highlights teacher uncertainty and lack of confidence in science terminology with educators seeking guidance from administration and experienced colleagues. Jamie: “I feel like maybe there is a deficiency with our teachers—not all our teachers, and maybe not all on this campus, but there is a deficiency with them even understanding the SEEd Standards. So, if you're not sure about that, how do you communicate it to a parent?” Parental expectations of teachers and parental involvement Teachers reporting challenges of limited time, laboratory space, parental expectations, teacher responsibilities, and communication with parents. Tamika: “I feel that there are some parents who expect full on labs, goggles, coats— exploding things every time their kid comes. There are things that make it so that can't happen. One, being space. Two, we don't have a lab. And three, appropriate learning objectives for the 22 eight, nine-year-olds. I try to do something hands on, and we'll call them mini labs, just to kind of placate those parents that expect that. I'd say others of them don't care, one way or the other. They're just glad their kids getting it. So those I try to send home comprehension and questions and just extra reading so like, hey, this is what we did today. You can talk about it with your kid, if you want to, always leaving that choice and then, and then there's some in the middle. So, I feel like there's some that are just over the top and expect these huge, genius lab level things, and there's some that just don't care. And there's some parents in the middle. They're like, great.” Other This theme describes all other examples of challenges, such as teachers adapting to new science teaching methods, clearer expectations in professional development, while parents are overwhelmed with more to do at home. Jamie: “Encouraging the educators to do things like getting their science endorsement or taking classes to learn more about how to be dynamic when they're teaching this the SEEd Standards, So that the kids remember it, because, especially the younger grades, kids learn through play, and you can't just sit at your desk and, you know, turn on a video or teach from your seat, you want them to remember things that you're trying to teach.” Table 4 Codebook for needs of teachers teaching SEEd Standards in a hybrid homeschool environment. (RQ)2 Theme Definition Example Educators need more resources/an aligned curriculum This theme shows examples of teachers struggling to find enough quality resources on how to teach the standards due to scarcity of resources available. Tammie: “Another challenge is being able to pull from resources. There’s not a ton of resources around. And so sometimes I feel like I’m coming up with a lot of it on my own and second guessing 23 myself, honest, are my lessons are really meeting that standard.” Educators need more training Educators seek professional development (PD), science endorsements, and hands-on phenomenon based strategies to improve their understanding of the SEEd Standards and three dimensional teaching methods. Georgia: “We just need to be trained, honestly, and I don't know how we would do it. I think that there's not enough time in PD, but, if we could just have, like, maybe a science moment or something where we just, you know, maybe 15 minutes of just introducing an idea of how to implement them. So, modeling it or doing it with them, and so, like introducing a phenomenon and then having them ask questions about it and think about it and observe, you know, the teachers are experiencing that they're going to go, Oh, yeah. And, I mean, we could even have them build a quick model in one, you know, just during PD or, or we could have, like, a workshop where it's all just one PD, where we're just, I mean, because, honestly, that that one class, even though I took it every day for a week, it, it was, like, huge. It made a big difference, you know. And so, if we just even have, like, a workshop where we're just learning how to implement them and just having even an experience of just using the SEPs and the CCCs and understanding, you know, and the CCCs is just recognizing that, oh, we need to talk about patterns. So, we need to talk about cause and effect, or talking about scale, proportion and quantity systems, energy and matter, instruction and function and stability and change. You know, those words are just words, unless you can get in there. And talk about them, you know and use those words when you're teaching.” Educators need to optimize time This theme shows example of prioritizing skills over just covering material. Teachers needing to focus on what truly matters due to Georgia: “Teachers really need to be very careful about not wasting time, the little time that they have, so just really focusing in on what's important. And honestly, the content isn't always what's so important. I 24 Other limited time with their students. Some examples include helping students develop critical thinking skills through science practices (SEPs) and crosscutting concepts (CCCs). Content alone isn’t the priority; instead, the emphasis should be on guiding students to think scientifically, ask questions, and build their own understanding. think that what's important is making sure that they're implementing honestly, the SEPs and the CCCs, because, especially the SEPs, because that's where they're going to practice, and that's where they're going to get their critical thinking and learning how to set up their own, you know, ideas, and also just think more about science. And so, if, I mean, honestly, if a teacher can do that, I really think that we can make really good use of our time” Teachers need to reinforce key vocabulary to help students make connections between big ideas. Without proper training, educators may struggle to confidently integrate these terms into their instruction. Professional development focused on vocabulary and concept connections can make a big difference in how effectively teachers implement the SEEd Standards. Tammie: “I like how with the SEEd Standards, they underline the words that kind of will help connect those big ideas. And honestly, this year is the first year that I feel like I had a little bit of background knowledge on that. Kind of felt like I was going in the dark before, but because of trainings that we've been able to have specific to this school, I feel like I've learned a little bit more.” Results Research Question One: Challenges Research Question One examines the challenges of teachers as they implement SEEd Standards in a hybrid homeschool environment. Six key themes were identified: Lack of time and constraints in science instruction, sticking to, applying and fully covering standards, Catering to different needs and backgrounds, Confusion about terminology, Parental 25 expectations of teachers and parental involvement, and Other. These themes are described below in order of greatest challenge. Lack of Time and Constraints in Science Instruction Science teachers interviewed in this study explain the ongoing challenge of balancing instructional time with student engagement while managing the constraints of segmented learning and in-depth exploration. Teachers describe the 90-minute weekly science lesson with only 33 lessons per year as a significant time constraint making it difficult to fully cover standards with interest and deep understanding, as illustrated in the following excerpt: Again time, always time. We're supposed to be doing it 90 minutes. But what third grader has 90 minutes of attention to any given subject? So sometimes I'll break it up. We'll do our standard hour-long science, and then we'll pick it up at the end of the day with like, a 10-minute review or a 10-minute check-in on our experiment, (…). (Tamika- interview) As can be seen, Tamika expressed frustration with time constraints in science instruction. This was reflected in other teachers’ interviews, where teachers highlighted the challenge of fitting in long-term experiments, concept reinforcement, and review into limited class periods. Another concern was ensuring students grasped scientific concepts and retained information for future testing. One teacher adapted lessons into smaller learning chunks or segments, incorporating brief reviews later in the day to reinforce learning and maximize focus, catering to young students’ attention spans. Another teacher voiced concern about test review days taking away valuable teaching time and further limiting student opportunities for hands-on science instruction. 26 Sticking to, Applying and Fully Covering Standards This theme describes the difficulty of expanding the simplicity of SEEd Standards in younger grades while addressing the complexity of upper-grade standards. Sticking to or maintaining consistency in adhering to and fully covering grade level standards is described as a key concern. In her interview, Olivia said: My biggest challenge is the simplicity of my standards. And yeah, I would say that is the biggest thing, especially because they're wanting us just to teach, just our standards and not really elaborate a ton because we don't want to take next years or the year after, (…). But when your standards are as simple as the sun comes up on the east and sets in the west like it's hard to teach 10 weeks of that, (…). So, like, I bring in the days of the week and the months of the year and the seasons, and like, I try to bring in some of the other patterns that we see in the world around us (…). I would say that's the hardest thing, is trying to like elaborate, but not go too far. From this excerpt, we can see that in lower elementary grades, one of the challenges was to adhere to grade-level standards without veering too far off-topic. She expressed frustration over the simplicity of science standards, which made it difficult to extend or “elaborate” on concepts while staying within the scope of the curriculum. Additionally, another teacher in the upper grades shared a personal concern, explaining the “feel broad and truncated,” which in her view made it difficult to interpret what the standard was ultimately looking for “in the end.” While this reflects her individual experience, it may not represent the intended design of the standards. Nonetheless, her comments highlight a broader perception regarding the challenge of applying the depth of instruction within the constraints of the SEEd Standards. 27 Catering to Different Needs and Backgrounds This theme highlights the challenges of differentiating instruction to meet the diverse learning needs of students in a hybrid homeschool setting. Some students were perceived to have stronger science background knowledge due to personal interest, while others were perceived to have limited prior knowledge or even developmental delays making it difficult to provide instruction that was engaging and accessible to all. Additionally, communication skills vary widely among students and require teachers to adapt their approach to meet each learner’s needs. Furthermore, teachers in this setting faced challenges such as classroom management, student interactions, and participation. One teacher said: I find a lot, and especially in this hybrid program, that some students, because they're interested in science, their background knowledge is more advanced than the others. Trying to keep them engaged and challenge them, as well as some of my lower students that maybe don't have as much science background. (Tammie, interview) According to Tammie, students in the hybrid homeschool program came into the classroom with vastly different levels of science backgrounds. Some had a strong sense of identity as science learners, comfortable with the subject of science, having confidence in their skills. Others had limited background or exposure to science, which affected their understanding and comfort level, and in some cases was compounded with developmental delays. These differences in backgrounds and learner identity posed a challenge for some teachers, who found they needed to adjust instruction to support broader range of abilities, experiences and learning needs. Other teachers explained using science lessons that used inquiry methods. One teacher specifically mentioned “students [we]re so used to being told what to think” and some students 28 “[did]n’t even talk” or “ha[d] trouble sharing in small learning groups.” One thing that helped teachers to get students talking about science was to ask, “what do you know about this?” One teacher reported that “if you [could] get the students talking, you [could] get them thinking.” Another teacher reported using “a lot of Generation Genius” a video-based science program, but this approach has not proven to be something to rely upon because some students have already seen the videos. Confusion About Terminology This theme highlights the uncertainty and lack of confidence among most hybrid homeschool teachers regarding the three-dimensional terminology of science and the SEEd Standards. Many teachers demonstrated confusion when asked about how they implemented the three dimensions of science and struggled to provide clear answers. This theme reflects gaps in teacher education training and professional development. Teachers who earned licensure through non-traditional pathways have received limited formal education in science pedagogy, relying heavily on colleagues, administrators, and professional development sessions to update their instructional practices. For instance, during the interview Jamie said: I feel like maybe there is a deficiency with our teachers—not all our teachers, and maybe not all on this campus, but there is a deficiency with them even understanding the Standards. In other words, Jamie perceived that many teachers in this hybrid homeschool setting had “vague knowledge” or lack confidence in the SEEd Standards’ three dimensions of science learning. While some could recall the three dimensions when prompted, their use of these methods of instruction were often inconsistent and unclear. This reflected teachers’ confusion in 29 even recognizing the terminology of three-dimensional science and especially applying instruction effectively. A key factor lending to this challenge was gaps in teacher training and support. Teachers who obtained licensure through non-traditional pathways might have limited formal education in science pedagogy and lack a strong foundation in instructional strategies. This was expressed by one teacher as her “lack of core knowledge” and how she “felt terribly intimidated” and “a lack of direction” during their first-year teaching science at the hybrid homeschool. Receiving little guidance or access to resources made it difficult for teachers to develop effective science instruction. Additionally, teachers relied heavily upon support from colleagues, administrators, and professional development sessions to stay updated on science teaching methodologies. This led to inconsistencies in instructional practices as teachers received varying levels of support for science training. Parental Expectations of Teachers and Parental Involvement This theme explored the challenges teachers faced regarding parental expectations in science instruction and how they perceived parental involvement in science learning. Additionally, Tamika expressed concerns about the limited instructional time for science and insufficient lab space to conduct experiments: I feel that some parents expect full on labs, goggles, coats— exploding things every time their kid comes. There are things that make it so that can't happen. One, being space. Two, we don't have a lab. And three, appropriate learning objectives for the eight, nineyear-olds. I try to do something hands on, and we'll call them mini labs, just to kind of placate those parents that expect that. I'd say others of them don't care, one way or the other. They're just glad their kids are getting it. So those I try to send home 30 comprehension and questions and just extra reading (…). You can talk about it with your kid, if you want to, always leaving that choice and then, and then there's some in the middle. So, I feel like there's some that are just over the top and expect these huge, genius lab level things, and there's some that just don't care. And there's some parents in the middle. In summary, some teachers in hybrid homeschools faced mixed parental expectations regarding science instruction. Some parents “expect[ed] elaborate, hands-on lab experiences” while others were relieved to “not have to teach it” themselves. A few parents fell in between appreciating the school instruction but not expecting high-level experiments. Teachers adapted to having “mini labs” to provide hands-on experiences for students while at the same time utilizing limited space for grade appropriate science learning objectives. Another challenge was parental involvement in reinforcing science learning at home. Teachers encourage parents to review concepts at home deeming it an important way for students to retain science subject matter, encouraging further exploration, and comprehension. Some parents were happy to review concepts at home and others assumed that all science learning should happen in the classroom. One teacher found that open and transparent communication with parents as challenging especially when discussing state curriculum objectives. This helped alleviate parent concerns about sensitive topics, such as reproduction in the older grades. However, the need for more structured parental involvement remained a significant factor in student success within the hybrid homeschool model. 31 Other This theme describes a variety of other challenges teachers faced, such as shifting mindsets in science instruction and educator growth to deliver effective instruction. Teachers were required to move beyond traditional teaching methods of the past and implement strategies that more align with current teaching methods. This theme also highlights testing outcomes within a hybrid homeschool and what motivation students must have to do well. Additionally, some teachers mentioned hybrid homeschool parent overload situation that many parents felt, as well as what teachers’ responses were to this challenge. This theme also emphasizes the importance of teachers pursuing professional development. Testing and student motivation were also identified as challenges in the hybrid homeschool setting. Lastly, since parents took the bulk of the reading and math instruction during the week, many parents felt overwhelmed with this teaching responsibility. Not all parents were eager to receive science homework to do at home and struggle to simply balance this kind of support with the other academic subjects for which they were not responsible. Despite these challenges teachers strived to support students and parents in their unique education journey by adapting instruction and giving continued support to both student and parent. Research Question Two: Needs Research Question Two examines the needs of teachers as they implement Standards in a hybrid homeschool environment. Four key themes were identified: Educators need resources/an aligned curriculum, Educators need more training, Educators need to Optimize Time, and Other. These themes are described below in order of greatest need. Educators Need Resources/an Aligned Curriculum 32 This theme highlights teachers struggling to find sufficient quality resources for teaching SEEd Standards due to uncertainty if where to find resources or limited availability. This often led to having to create their own materials from scratch, as illustrated in the following excerpt: Another challenge is being able to pull from resources. There’s not a ton of resources around. And so sometimes I feel like I’m coming up with a lot of it on my own and second guessing myself, honest, are my lessons are really meeting that standard. (Tammie, interview) In other words, Tammie was explaining how difficult it was to not have “a ton” of resources often resorting to creating her own materials and “second-guessing” whether the lessons truly met the standard. Other teachers mentioned “constantly researching, watching videos” in their attempt to make sure they are aligning with the standards despite not having a curriculum or trying to plan their instruction by looking through “different curriculums of science based on other states” and staying current with email notifications from USBE and other websites, while also checking “SEEd Standards on Utah UEN” page to make sure they are not missing on any updates. Educators Need More Training This theme highlights a consistent effort among educators to pursue professional development. One teacher interviewed reported having her science endorsements and another midway through her endorsement training. All teachers reported the need for more hands-on strategies to improve understanding of the Standards and three dimensional teaching methods. Teachers consistently emphasized the need for peer collaboration and modeling to strengthen their instruction. Georgia described it this way: 33 We just need to be trained, honestly, and I don't know how we would do it. I think that there's not enough time in PD, but, if we could just have, like, maybe a science moment or something where we just, you know, maybe 15 minutes of just introducing an idea of how to implement them. So, modeling it or doing it with them, and so, like introducing a phenomenon and then having them ask questions about it and think about it and observe, you know, the teachers are experiencing that they're going to go, Oh, yeah. (…) And so, if we just even have, like, a workshop where we're just learning how to implement them and just having even an experience of just using the SEPs and the CCCs and understanding, you know, and the CCCs is just recognizing that, oh, we need to talk about patterns. So, we need to talk about cause and effect, or talking about scale, proportion and quantity systems, energy and matter, instruction and function and stability and change. You know, those words are just words, unless you can get in there. And talk about them, you know and use those words when you're teaching. As illustrated in this excerpt, there was a need for increased professional development in hybrid homeschool science instruction. Many teachers sought training opportunities, with some pursuing science endorsements or Alternate Pathways to Professional Educator Licenses (APPEL). Others sought to enhance their teaching through educational tools like Teach FX, social media, and peer observation. Alternative tools, for instructional improvement also emerged from teacher interviews. Teach FX, a tool valued for its ability to provide real-time-feedback by analyzing teacher talk versus student talk was mentioned to improve professional learning time to be more focused and impactful. Teachers also highlighted the value of peer feedback, expressing an interest in observing each other’s classrooms to exchange ideas and refine instructional practices. These 34 alternative approaches point to the importance for structured feedback, modeling, and professional learning communities where educators can learn together to internalize best practices and strengthen their ability to effectively teach the SEEd Standards. Educators Need to Optimize Time This theme shows examples of teachers needing to focus on what truly matters due to limited time with their students. Some examples included helping students develop critical thinking skills through science practices (SEPs) and cross-cutting concepts (CCCs). Content alone was not always the priority. Instead, for many teachers, the emphasis was on guiding students to think scientifically, ask questions, and build their own understanding. Using time effectively meant prioritizing these skills over just covering material. As Georgia explained: Teachers really need to be very careful about not wasting time, the little time that they have, so just really focusing in on what's important. And honestly, the content isn't always what's so important. I think that what's important is making sure that they're implementing honestly, the SEPs and the CCCs, because, especially the SEPs, because that's where they're going to practice, and that's where they're going to get their critical thinking and learning how to set up their own, you know, ideas, and also just think more about science. And so, if, I mean, honestly, if a teacher can do that, I really think that we can make really good use of our time. Georgia expressed how important it was to “not wasting the little time available each week.” She urged educators to optimize limited instructional time in hybrid homeschool science by prioritizing critical thinking skills, student-designed experiments, and the integration of math for data analysis. 35 Some other examples of how teachers optimized time included activities that prioritized student engagement, such as logic puzzles, escape rooms, survival challenges, drama games, and team building exercises to foster collaboration and problem solving, skills that hybrid homeschool students may not frequently practice at home. However, one teacher pointed out the need to rebalance lessons with standard alignment, refining lesson choice to ensure instructional goals are met rather than selecting “fun” activities solely for their entertainment. Teachers interviewed also expressed the need to refine lesson choices to maintain alignment with SEEd Standards as an ongoing process evolving each year. Educators express the desire for students to grasp core concepts while making meaningful cross-disciplinary connections and engaging science rigor within the hybrid homeschool model. These are important and challenging priorities when considering only 33 lessons per year are taught. Other This theme reflects some teachers’ need to understand terminology and integrate Crosscutting Concepts (CCCs) and Science and Engineering Practices (SEPs) into their instruction. Teachers also reported that some students struggled with key vocabulary and making connections between big ideas. I like how with the SEEd Standards, they underline the words that kind of will help connect those big ideas. And honestly, this year is the first year that I feel like I had a little bit of background knowledge on that. Kind of felt like I was going in the dark before, but because of trainings that we've been able to have specific to this school, I feel like I've learned a little bit more. (Tammie, interview) To summarize, teachers say they need to reinforce vocabulary and terminology at two levels: first, for themselves as educators learning the language of the three dimension of science 36 instruction, and second, for their students to build a strong scientific foundation in terminology. Some educators admit to “still trying to wrap my brain around the crosscutting concepts” and frequently reviewing definitions. They acknowledge that mastering vocabulary to effectively guide instruction will “take time and practice to become comfortable. “These findings highlight a great need for consistent and ongoing science training, as teachers seek more structured support to deepen knowledge and confidently implement the SEEd Standards in the classroom. Discussion The primary goal of this study was to understand the challenges and needs teachers face as they implement the Utah SEED Standards in a hybrid homeschool environment. I accomplished this by conducting qualitative research interviews with six teachers at a hybrid homeschool. The following discussion will present the summary of findings from my research questions and discuss these findings in relation to existing literature. Hybrid Homeschools have been gaining in popularity, attracting families who seek a more personalized learning approach (Hamlin & Peterson, 2022; McShane, 2021; Kristof, 2020). The post COVID-19 education landscape accelerated the demand for flexible learning models, prompting a shift in the education framework to accommodate families seeking a more customizable, affordable, accessible, and flexible learning experience for their children (Horn & Staker, 2011). Because of the shifting landscape, teachers have the monumental responsibility to embrace innovative science technology and methodologies to serve as a catalyst for change (Smith, 2020). This discussion shows that educators must adapt to integrate new technologies and methodologies, refine pedagogical approaches, and align their teaching with the SEEd Standards, making science instruction for all students meaningful and effective. 37 In the U.S., education choice and flexibility are a privilege not available in many countries, where a single national educational system dictates learning structures and curricula. In contrast, the U.S. offers diversity in school choice through a variety of educational pathways, including public, private, charter, hybrid, and homeschool programs, allowing families to choose what best fits their needs (Smith, 2020). While school choice fosters innovation and individualized learning experiences it also makes implementing new standards a complicated educational shift. My research study supports these findings regarding the implementation of the Utah SEEd Standards and how it affects educators and specifically science teachers working in hybrid homeschools. The responsibility and accountability fall not to teachers alone but administrators and parents to create an environment where all can be successful. This new shift in instruction is a call to action, a vision for the future of science education, and an investment requiring well-designed resources and practical tools to effectively support both teachers and students (Wilson, 2013). Research Question One RQ1 explored the challenges teachers face since the adoption of the Standards in a hybrid homeschool environment. The six teachers in this study expressed strong support for the SEEd Standards as effective framework for science instruction. Their strong support for effective instruction aligns with the literature and a study conducted in 2018 (Smith, 2020). The general study found that nine out of ten teachers supported the alignment with the NGSS, emphasizing that students of all ages and grade levels should be able to support conclusions with evidence, connect learning to real-life experiences, engage in hands-on experiments, and apply in meaningful ways. 38 Teaching science challenges educators to improve pedagogical practices and develop innovative ideas, utilize technology, help students solve real-world problems, ask questions, test ideas, and support arguments backed by evidence (USBE, 2023). However, my findings reveal a critical gap between supporting the vision of SEEd Standards in theory and successfully implementing them in practice. SEEd Standards are intended to be infused and integrated as a holistic educational experience. Each standard is structured around the three dimensions of science to promote a multifaceted science learning outcome (USBE, 2023). While confusion around the terminology and application of the three dimensions is not unique to hybrid homeschool teachers, educators in traditional settings have also reported similar challenges (National Research Council, 2012). My research shows this confusion remains a notable challenge within this hybrid homeschool context. Several other challenges emerged in my study, including difficulties in adhering to gradelevel standards while also expanding on standards in early grade levels. Teachers also faced challenges with the practical application of content and the ability to differentiate between engaging science activities and those that truly align with the SEEd Standards. Additionally, time management in the classroom emerged as a significant hurdle not only for pacing lessons effectively with one day a week instruction but also through full coverage of content. Another challenge that emerged from teacher interviews was the need to accommodate students with diverse backgrounds and skill levels in a hybrid homeschool environment. Teachers noted that students who had been mostly homeschooled often lacked the skills of teamwork or collaborative learning experiences. Additionally, hybrid homeschool students exhibit a broad range of academic abilities. Some advanced and some needing additional support. Teachers expressed how some students were simply accustomed to a more structured 39 parent-guided learning style. The SEEd’s inquiry and three-dimensional approach is designed to encourage students to develop critical thinking skills, ask questions, discuss ideas, and make connections. Promoting students to actively participate in vocalizing their thoughts and become confident scientists. This aligns with the vision of the Utah Seed Standards, which emphasize scientific literacy through inquire-based learning, real-world applications, and critical thinking development (USBE, 2023). Parent involvement is also a challenge in the hybrid homeschool model. There is limited research on this issue, but my findings suggest that parental expectations vary. Some parents expect elaborate science experiments, while others are content have the hybrid homeschool teacher take the responsibility of teaching science. This inconsistency may stem from a lack of understanding among parents regarding the Utah SEEd Standards. Research Question Two RQ2 asked what the needs of teachers were as they taught to the SEEd Standards in a hybrid homeschool environment. One of the most common concerns expressed by teachers was the need to optimize time. Many teachers spent significant time searching for science resources creating their own science lessons from scratch, making time a valuable and limited resource. The lack of readily available quality instructional materials combined with the responsibility to implement the three dimensions places a great burden on educators. To alleviate this burden, teachers reported needing accessible, well-structured curriculum resources to help ensure consistency and reduce the burden on educators. One of the most common concerns expressed by teachers was the need to optimize time. Many teachers spend significant time searching for science resources and creating their own science lessons from scratch, making time a valuable and limited resource. The lack of readily 40 available quality instructional materials combined with the responsibility of implementing the three dimensions places a great burden on educators. Classroom instruction is a natural place to observe the influence of standards like SEEd, but teaching happens within a complex web of influences, including teachers’ experience, professional development, state expectations, and curricular tools (Smith, 2020). To reduce this burden, teachers need accessible, well-structured K-12 curriculum tailored to meet the SEEd Standards to assist teachers in hybrid homeschools. While resources were available from various sources, such as the internet, Utah Education Network (UEN), the state’s official science webpage, and emails from EdWeb, a free online professional learning network for educators, these were the most preferred. Teachers expressed that a structured, SEEd-aligned curriculum would help guide science phenomena and effectively incorporate the three dimensions. Since the Utah State Board of Education provides standards but not curriculum, some teachers reported relying on platforms like Mystery Science and Generation Genius as convenient tools to build science lessons and other resources as mentioned. Another primary concern highlighted in the literature was the inadequate availability of ongoing professional development (PD) opportunities for teachers. Literature studies indicated that ongoing professional learning is a critical factor in supporting science educators, yet the lack of it is a vital concern (Smith, 2020). For example, 40% of elementary teachers were found not to receive any PD at all. This finding was echoed in teacher interviews, where many expressed uncertainties about effectively integrating crosscutting concepts and supporting students in verbalizing, illustrating, and applying science vocabulary across subjects. Some teachers also reported having gaps in their foundational science knowledge, further confirming the need for targeted PD. 41 To address these challenges, personal development and in-service training sessions were necessary to the success of science teachers within the hybrid homeschool. Wilson (2013) proposed expanding access to high-quality online science PD, particularly through use of various online technologies and social media, as a valuable solution. This approach, according to the article, supports “just-in-time” learning for teachers who may face time and financial constraints. While local PD resources remained beneficial, online options help eliminate common barriers. Ensuring that all teachers have access to meaningful PD opportunities is critical for the vision of implementing of SEEd Standards and for deepening students scientific understanding. Literature suggests that 2018 may have been too soon to assess the full realization of the vision for long-term success of SEEd implementation (Smith, 2020). The NGSS science standards and Utah SEEd Standards introduce a completely new approach to teach science in the U.S. it will take time to observe how effectively this implementation takes hold (Wilson, 2013). However, my study indicates hope of achieving its vision. The Utah SEEd Standards vision is to promote scientific literacy through enduring foundational principles that prepare students for future careers and lifelong success (USBE, 2023). Limitations This study was conducted with a small sample of teachers in a single hybrid homeschool environment in Utah, which limits the generalizability of the findings. The experiences, challenges, and needs identified may not fully represent those of hybrid homeschool teachers in different school models, or states with varying educational resources. This qualitative study relies on participants’ own experiences, which may be influenced by personal perspectives. To broaden this study, a more diverse sample across multiple schools and states would provide richer data and an understanding of how the Utah SEEd Standard or NGSS Standards are 42 implemented in hybrid homeschool settings. Future research could explore the perspectives of administrators, parents, and students to gain a more thorough view of the challenges and needs within this educational model. Recommendations Based on the findings of this study, I offer several actionable recommendations to enhance the implementation of the SEEd Standards in Utah schools. One approach I recommend is the development of a comprehensive, SEEd aligned curriculum that integrates the three dimensions of science instruction. Many teachers I spoke with expressed a strong desire for more structure and guidance in their lesson planning, particularly in hybrid environments where instructional time is limited. Incorporating hands-on experiment kits and multimedia "field trips" especially those tied to Utah specific phenomena and regions would enhance student engagement and provide real-world connections. I believe that expanding collaborative efforts between universities, school districts, and private organizations could support teachers in meaningful ways. A noteworthy example is the SEEdPOD portable trailers (https://www.uvu.edu/education/seed/index.html), a unique partnership between UVU College of Engineering and Technology, Alpine School District, and Facebook. These portable trailers are equipped with complete SEEd lesson kits designed by UVU pre-service teachers and have been implemented in elementary schools in Alpine and Blanding. This initiative not only increases access to science instruction for students but also provides preservice teachers with valuable experience in lesson design and delivery. A similar effort could be developed through Weber State University and hybrid homeschools. By creating mobile labs or resource kits tailored to hybrid schedules, we could increase access to quality 43 science experiences and give teachers the support they need to bring SEEd to life in K–7 learning environments. To further bridge the gap between the SEEd Standards and effective classroom implementation, I recommend offering accessible and targeted professional learning opportunities. One approach could be to offer week-long workshops focused on a single science domain (e.g., physical, earth, or life science). These immersive sessions would allow teachers to deeply explore three dimensional learning within one science domain, build confidence, and practice instructional strategies aligned with the SEEd Standards. Additionally, asynchronous webinar-style training offered through platforms such as MIDAS could provide ongoing support. These flexible modules would allow educators to engage with the content at their own pace, revisit concepts as needed, and access resources anytime throughout the school year. Another recommendation is the value of consistent science professional development (PD) through in-service meetings at the school level. These meetings should provide space for administration and teachers to collaborate, plan, share learning, and target SEEd training that aligns with teachers’ real-time classroom needs. Introducing new curricula and instructional tools can sometimes be overwhelming. As Cain and Pantic (2022) emphasize, professional development should be designed thoughtfully to help Utah’s K–12 teachers navigate these evolving expectations. 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Science, 340(6130), 310313. http://www.jstor.org/stable/41942223 49 Appendix A: Demographic Survey First and Last Name: ____________________ What grade do you teach: ______________________ What is your age: _____________________ How many years of teaching experience do you have overall: ________________ How many years have you taught science in a hybrid homeschool environment: _________________ How many years have you taught science in a public-school environment: ___________________ 50 Appendix B: Interview Script and Protocol Interview Script: Hi! Thank you for taking time to answer some questions about teaching science. There are no right or wrong answers, because I’m only looking for your experience, feelings, and opinions. Answer as honestly as you can, please. Your answers will not be shared with anyone. Do you have any questions for me before we begin? Do you mind if I record our interview? This recording will only be heard by me, and the recording is only to help me remember what we talked about. (Start recording) Interview Protocol: 1. If you could learn more about any aspect of teaching science, what would it be? Why do you find it important? 2. How do you stay updated with new information about science and effective teaching methods for science education? What resources or strategies do you rely on? 3. If you could attend a professional development workshop specifically focused on science education, what topics or methods would you prioritize and why? 4. Can you describe the Utah SEEd standards and how they influence your teaching? 5. Can you describe the NGSS standards and how they influence teaching science? 6. Can you explain the three dimensions of learning and describe how you have implemented them in your science lessons? 7. Do you think the SEEd standards are effective as a standalone curriculum for teaching science? Why or why not? 8. What kind of tools or resources do you need to be a successful science teacher? 51 9. Do you feel you have access to knowledgeable peers who can support you in integrating the SEEd standards in your science teaching? Can you share any examples of the resources and support you have received? 10. What challenges do you face in teaching the SEEd standards in a hybrid homeschool setting? 11. How do you think parents perceive and value science education for their students in the hybrid homeschool environment?