Subject-Matter Experts in Urban Schools: Journeys of Enacted Identities in Science and Mathematics Classrooms

Autor/inn/en	Ye, Li; Varelas, Maria; Guajardo, Raphael
Titel	Subject-Matter Experts in Urban Schools: Journeys of Enacted Identities in Science and Mathematics Classrooms
Quelle	In: Urban Education, 46 (2011) 4, S.845-879 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085911399930
Schlagwörter	Urban Schools; Secondary School Mathematics; Mathematics Instruction; Secondary School Science; Science Instruction; Knowledge Level; Expertise; Grounded Theory; Culturally Relevant Education; School Effectiveness; Low Achievement; Student School Relationship; Minority Group Students; Teacher Student Relationship; Identification (Psychology); Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; Expert appraisal; Schuleffizienz; Unterdurchschnittliche Leistung; Schüler-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study explored how two mathematics/science subject-matter experts (Fellows) conceptualized urban classrooms and the students they worked with for a year, how they negotiated academic achievement with cultural and sociopolitical competence, and how their identities as educators were co-constructed and enacted. Using grounded theory, Fellows' weekly journals were analyzed using Ladson-Billing's three tenets of culturally relevant pedagogy. The Fellows' journeys point to the formation and presence of a prevalent tenet in their identities as urban educators, to the difficulty of integrating all three tenets, and to the tensions that educators experience as they try to become sociopolitically critical. (Contains 2 notes and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10