Teachers and the Reform of Elementary Science
Stories of Conversation and Personal Process
1st Edition
Published on 1. September 2000
153 pages
978-1-60752-641-4 (ISBN)
Description
This book explores the negotiation of the ways that teachers are involved in the process of changing curriculum and pedagogies and also the realities of implimenting those changes in the classroom. How do teachers negotiate their place within changes in pedagogy and curriculum and how is that negotiation enacted in the space of a teacher's own classroom? This question is explored by telling stories about the process of change and the ways that teachers were involved with science curricular and pedagogical reform efforts imposed in their particular school district.
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Heidi Bulmahn Barker | Ian Westbury | Margery D. Osborne
Teachers and the Reform of Elementary Science
Stories of Conversation and Personal Process
Book
09/2000
Information Age Publishing
€111.00
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Content
- Intro
- Cover
- Teachers And The Reform Of Elementary Science: Stories Of Conversation And Personal Process
- Copyright
- Contents
- Acknowledgments
- 1: Introduction
- Introduction: One Curriculum, Two Classrooms
- My Own Background And Experience With Reform: A Lens For This Project
- Teacher Thinking: A Review Of Some Related Literature
- School Change: Some Related Literature
- Thinking About Changes
- My Role And Research Methods
- Stories As Research: Using Narrative In Teacher Research
- Notes
- 2: The Research Context
- Have We Learned The Things To Pass The Test?
- A Unique Community: The Research Site
- Conversations About Reform And Conversations About Standards: Creating Tension
- No Time For Wondering
- Notes
- 3: Relationships
- Making Space For Reform/Change Or Taking Space From Reform/Change
- Protecting A Collaborative Relationship
- Collaborating With Each Other
- Is What We Are Doing Consistent With What We Believe?
- Collaborating Toward Change
- Process And Product In Teaching And Learning: Relationships With The Children And Relationships With The Curriculum
- Tensions Of Teaching: Implicit And Explicit Science
- Concluding Notes
- Notes
- 4: Structural Supports
- A Story About "Stuff"
- Structural Supports
- Supporting Teachers: A Personal Process Amidst Group Change
- Note
- 5: Collaboration And Ownership
- What Is Collaboration?: Product And Process
- Collaborative Spaces: Lingering Questions
- Imposing A Curriculum
- Gail's Story: Ownership Of The Planning And Teaching
- Sandy's Story: Already Owning The Ideas Of Reform
- Liz's Story: Taking Ownership By Doing
- Women's Ways Of Knowing: Teachers Finding Ownership
- Note
- 6:A Room Of One's Own
- Jennie's Story (Part 1): A Room Of One's Own
- Teachers As Space Makers
- Alice's Story: Creating A Space Of Her Own
- David's Story: Conversation For Making His Own Understanding
- Jennie's Story (Part 2): A Comfort Zone
- Questioning The Process
- Individual Spaces
- Note
- 7: Negotiating A Space To Teach Science
- Individuality Within The Context Of Community
- Imposed Changes And Teachers' Own Practice
- Change As A Process, Not A Location
- Laura's Story: A Process Of Change
- Learning Communities And Personal Reform Experience
- Notes
- References
- Index
