Coteaching, Peer Tutoring and Curriculum Writing: Lasting Effects of Involving Students in Talking about Science

Autor/in	Bayne, Gillian U.
Titel	Coteaching, Peer Tutoring and Curriculum Writing: Lasting Effects of Involving Students in Talking about Science
Quelle	In: Pedagogies: An International Journal, 8 (2013) 4, S.369-383 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2013.829275
Schlagwörter	Secondary School Science; High School Students; Grade 9; Grade 10; Grade 11; Science Education; Student Research; Science Instruction; Team Teaching; Peer Teaching; Tutoring; Writing (Composition); Urban Schools; Middle School Students; Science Teachers; Teacher Student Relationship; Longitudinal Studies; Learning Processes; Science Process Skills; Student Participation; Outcomes of Education + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Naturwissenschaftliche Bildung; Studentenforschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teamteaching; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Schreibübung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning process; Lernprozess; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lernleistung; Schulerfolg
Abstract	This article presents the findings of a 3-year case study that examines the lasting effects of having participated in cogenerative dialogues during a 9th grade science experience. Theo, a high school student researcher of more than three years, affords insights into the expansion of human agency, attributing it to his consistent participation in and the ripple effects of cogenerative dialogues. Three vignettes that underscore the value created by (a) coteaching with a high school science teacher, (b) being a peer tutor and (c) creating an inter-grade school wide curriculum project are examined as Theo moves through 10th and 11th grades. This study provides insights into how students who have traditionally participated in science peripherally can access structures that enable them to contribute to their own learning and the learning of others centrally and in substantive ways. Educators can learn and take away from this study feasible means by which students and teachers can work together to transform students' science identities and teachers' perceptions of what students can do with their newfound science agency. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01