Improving Urban Science Education: New Roles for Teachers, Students, and Researchers. Reverberations: Contemporary Curriculum and Pedagogy

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Sonst. Personen	Tobin, Kenneth (Hrsg.); Elmesky, Rowhea (Hrsg.); Seiler, Gale (Hrsg.)
Titel	Improving Urban Science Education: New Roles for Teachers, Students, and Researchers. Reverberations: Contemporary Curriculum and Pedagogy
Quelle	(2005), (376 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7425-3704-8
Schlagwörter	Urban Schools; Teaching Methods; Cultural Differences; Science Education; Educational Improvement; Urban Youth; Ethnography; Oral Language; Language Fluency; Teacher Role; Student Participation; Science Teachers + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Naturwissenschaftliche Bildung; Teaching improvement; Unterrichtsentwicklung; Youth; Jugend; Ethnografie; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Lehrerrolle; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Many would argue that the state of urban science education has been static for the past several decades and that there is little to learn from it. Rather than accepting this deficit perspective, this book strives to recognize and understand the successes that exist there by systematically documenting seven years of research into issues salient to teaching and learning in urban high school science classes. Grounded in the post structuralism of William Sewell--and brought to life through the experiences of different students, teachers, and school settings in Philadelphia--this book shows how teachers and students can work together to enact meaningful science education when social and cultural differences as well as inappropriate curricula often make the challenges seem insurmountable. Chapters contain rich images of urban youth and each strives to offer insights into problems and suggestions for resolving them. Most significant, in spite of the challenges, the research offers hope and shows that fresh approaches to teaching and learning can lead students--some who have already been pronounced academic, even societal, failures--to becoming avid and deep learners of science. The following seventeen chapters and authors are highlighted in the book: (1) The Who, What, Where, and How of Our Urban Ethnographic Research (Gale Seiler and Rowhea Elmesky) (2) Urban Science as a Culturally and Socially Adaptive Practice (Kenneth Tobin); (3) Painting the Landscape: Urban Schools and Urban Classrooms (Gale Seiler and Lacie Butler); (4) Organizational Mediation of Urban Science (Wolff-Michael Roth); (5) "Playin" on the Streets--Solidarity in the Classroom: Weak Cultural Boundaries and the Implications for Urban Science Education (Rowhea Elmesky); (6) All My Life I Been Po': Oral Fluency as a Resource for Science Teaching and Learning (Gale Seiler); (7) Becoming an Urban Science Teacher: The First Three Years (Jennifer Beers); (8) The Role of Cogenerative Dialogue in Learning to Teach and Transforming Learning Environments (Sarah-Kate LaVan and Jennifer Beers); (9) Learning Science and the Centrality of Student Participation (Cristobal Carambo); (10) Female Sexuality as Agency and Oppression in Urban Science Classrooms (Melissa Sterba); (11) Meeting the Needs and Adapting to the Capital of a Queen Mother and an Ol' Head: Gender Equity in Urban High School Science (Kathryn Scantlebury); (12) Paperclips + Polymers --> Problems: Learning to Use "Levels of Representation" in a High School Chemistry Classroom (Tracey Otieno and Catherine Milne); (13) An Autobiographical Approach to Becoming a Science Teacher in an Urban High School (Sonya N. Martin); (14) Beyond Either-Or: Reconsidering Resources in Terms of Structures (Sarah-Kate LaVan); (15) My Cultural Awakening in the Classroom (Linda Loman); (16) Social and Cultural Capital in Science Teaching: Relating Practice and Reflection (Stacy Olitsky); and (17) Transforming the Future while Learning from the Past (Kenneth Tobin, Rowhea Elmesky, and Gale Seiler). (ERIC).
Anmerkungen	Rowman & Littlefield Publishers, Inc., 4501 Forbes Blvd., Suite 200, Lanham, MD 20706. Tel: 301-459-3366; Fax: 301-429-5748.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10