TY - JOUR
T1 - Practicing Reform-Based Science Curriculum in an Urban Classroom
T2 - A Hispanic Elementary School Teacher's Thinking and Decisions
AU - Upadhyay, Bhaskar Raj
N1 - Publisher Copyright:
2005 School Science and Mathematics Association.
PY - 2005/10
Y1 - 2005/10
N2 - This study explores the thinking and decisions of Vera (pseudonym), a Hispanic elementary teacher, while she enacted a reform-based science curriculum in an urban school in the southern United States. Vera's thinking, decisions, experiences, and practices were documented over a 2-year period. Using the data collected from semistructured interviews, participant observations and classroom documents, a rich and complex case study of Vera is developed in this paper. This case study describes how Vera makes curricular choices from reform-based science curricula such as the LiFE curriculum; how she enacts those choices to empower poor urban minority students; how Vera believes that preparing students for the high-stakes test is empowering because it ensures continued schooling for students; how, for Vera, teaching connected science using students' lived experiences is a risky act; and how she uses negotiation in her science teaching.
AB - This study explores the thinking and decisions of Vera (pseudonym), a Hispanic elementary teacher, while she enacted a reform-based science curriculum in an urban school in the southern United States. Vera's thinking, decisions, experiences, and practices were documented over a 2-year period. Using the data collected from semistructured interviews, participant observations and classroom documents, a rich and complex case study of Vera is developed in this paper. This case study describes how Vera makes curricular choices from reform-based science curricula such as the LiFE curriculum; how she enacts those choices to empower poor urban minority students; how Vera believes that preparing students for the high-stakes test is empowering because it ensures continued schooling for students; how, for Vera, teaching connected science using students' lived experiences is a risky act; and how she uses negotiation in her science teaching.
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U2 - 10.1111/j.1949-8594.2005.tb18127.x
DO - 10.1111/j.1949-8594.2005.tb18127.x
M3 - Article
AN - SCOPUS:85167400920
SN - 0036-6803
VL - 105
SP - 1
EP - 9
JO - School Science and Mathematics
JF - School Science and Mathematics
IS - 6
ER -