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Teachers and the Reform of Elementary Science : Stories of Conversation and Personal Process - Heidi Bulmahn Barker

Teachers and the Reform of Elementary Science

Stories of Conversation and Personal Process

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Published: 5th September 2000
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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.

Acknowledgmentsp. vii
Introductionp. 1
Introduction: One Curriculum, Two Classroomsp. 1
My Own Background and Experience with Reform: A Lens for this Projectp. 4
Teacher Thinking: A Review of Some Related Literaturep. 6
School Change: Some Related Literaturep. 9
Thinking About Changesp. 10
My Role and Research "Methods"p. 12
Stories as Research: Using Narrative in Teacher Researchp. 14
The Research Context: Balmoral, Reform, and Standardized Testsp. 27
Have We Learned the Things to Pass the Test?p. 27
A Unique Community: The Research Sitep. 29
Conversations About Reform and Conversations About Standards: Creating Tensionp. 35
No Time for Wonderingp. 48
Relationshipsp. 51
Making Space for Reform/Change or Taking Space from Reform/Changep. 51
Protecting a Collaborative Relationshipp. 52
Collaborating with Each Otherp. 53
Is What We're Doing Consistent with What We Believe?p. 56
Collaborating Toward Changep. 59
Process and Product in Teaching and Learning: Relationships with the Children and Relationships with the Curriculump. 64
Tensions of Teaching: Implicit and Explicit Sciencep. 65
Concluding Notesp. 67
Structural Supportsp. 71
A Story About "Stuff"p. 71
Structural Supportsp. 74
Supporting Teachers: A Personal Process Amidst Group Changep. 85
Collaboration and Ownershipp. 89
What is Collaboration?: Product and Processp. 89
Collaborative Spaces: Lingering Questionsp. 94
Imposing a Curriculump. 96
Gail's Story: Ownership of the Planning and Teachingp. 101
Sandy's Story: Already Owning the Ideas of Reformp. 103
Liz's Story: Taking Ownership by Doingp. 104
Women's Ways of Knowing: Teachers Finding Ownershipp. 105
A Room of One's Own: Concrete and Conceptual Spacesp. 107
Jennie's Story (Part 1): A Room of One's Ownp. 107
Teachers as Space Makersp. 109
Alice's Story: Creating a Space of Her Ownp. 109
David's Story: Conversation for Making His Own Understandingp. 112
Jennie's Story (Part 2): A Comfort Zonep. 115
Questioning the Processp. 116
Individual Spacesp. 117
Negotiating a Space to Teach Sciencep. 121
Individuality Within the Context of Communityp. 122
Imposed Changes and Teachers' Own Practicep. 126
Change as a Process, Not a Locationp. 127
Laura's Story: A Process of Changep. 129
Learning Communities and Personal Reform Experiencep. 134
Referencesp. 137
Indexp. 141
Table of Contents provided by Rittenhouse. All Rights Reserved.

ISBN: 9781593111021
ISBN-10: 1593111029
Series: Issues in Curriculum Theory, Policy, & Research
Audience: General
Format: Paperback
Language: English
Number Of Pages: 152
Published: 5th September 2000
Publisher: Information Age Publishing
Country of Publication: US
Dimensions (cm): 23.4 x 15.6  x 0.8
Weight (kg): 0.22