Contestation and possibilities: Experiences in the 'other' urban classrooms
Item
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Title
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Contestation and possibilities: Experiences in the 'other' urban classrooms
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Identifier
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d_2009_2013:0f625393c5a6:11026
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identifier
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11273
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Creator
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Grimes, Nicole K.,
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Contributor
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Kenneth Tobin
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Science education | Educational sociology | cogenerative dialogue | coteaching | mainstreamed education | middle school science | science teacher education | urban science education
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Abstract
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The research presented in this dissertation is a response to the general lack of research conducted in independent urban schools. In my work, I present varied vignettes that aim to provide a glimpse into the lifeworlds of students within such schools and how they too struggle to learn science. There are two major goals of this study. First, I encourage readers to rethink current conceptions of urban schooling and redefine what it means to be an urban learner. Secondly, I intend to demonstrate how the cogenerated action plans of coteachers and cogenerative dialogue groups can serve to make science accessible to students whom are diagnosed and placed in mainstreamed educational settings. The idea is to show that by transforming science learning contexts into cosmopolitan learning communities, students can become successful in science. Through a three-year ethnographic study of middle science classrooms in an independent school in New York City, I present explorations of the culture and context of the independent urban classroom as a chief means to meet my stated goals. By utilizing cogenerative dialogues and coteaching, I show how students and teachers can work together as co-researchers and coteachers that engage in a dual process of creating structures that support science success.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Urban Education
