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Full-Text Articles in Education
Facilitating Identity Formation, Group Membership, And Learning In Science Classrooms: What Can Be Learned From Out Of Field Teaching In An Urban School, Stacy Olitsky
Stacy Olitsky
This paper explores both the obstacles and the possibilities for students developing identities associated with science by engaging in solidarity-building classroom interactions. Data come from ethnographic research conducted in a diverse eighth-grade urban magnet school classroom in which the teacher taught out of field for part of the year. Contrary to expectations, more students participated and reported enjoying science when the teacher was out of field. Analysis of classroom interactions indicated that while in field, the teacher primarily engaged in “front stage” performances that hid her struggles with the material and accentuated students’ views of science as an elite status …
Accountability, Equity, And Practitioner Learning And Change, Estela M. Bensimon, Rueda Robert, Alicia Dowd, Frank Harris
Accountability, Equity, And Practitioner Learning And Change, Estela M. Bensimon, Rueda Robert, Alicia Dowd, Frank Harris
Frank Harris III
Accountability and evidence-based decision-making have become the mantra of government polilcymakers, and even private foundations. Yet most attempts to foster cultures of evidence have not brought about change in Practices, notably because they are treated as management tools rather than learning processes. Equity for All is an approach to accountability that is grounded on the principles of practice theory and sociocultural theories of learning. The authors provide empirical evidence to illustrate practitioner learning.