ERIC Number: EJ1022319
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Using Learning Stories to Capture "Gifted" and "Hard Worker" Mindsets within a NYC Specialized High School for the Sciences
Pride, Leah D.
Theory Into Practice, v53 n1 p41-47 2014
All science, technology, engineering, and mathematics (STEM) educators working in urban public school systems are expected to provide opportunities for students to develop foundational scientific literacy skills in mathematics and science learning. However, the demands on STEM educators teaching the "gifted" or "high-performing" students attending STEM-focused schools are much higher. Educators are expected to motivate, nurture, and propel the intrinsic or earned abilities these students possess. This article shares teaching- and learning-informed stories of a STEM educator (the author) and her students attending New York City Specialized High School for the Sciences. The goal is to document the complexities surrounding the notion of a gifted mindset: first from the author's own experiences as a female scientist and person of color and second from the narratives of the students. Teaching and learning within a prestigious public school for the sciences comes with many narratives of challenge and triumph. The learning stories of empowered students reveal that they desire opportunities in the STEM classroom for meaningful learning. Students who want to take ownership in their learning will find a way to appropriate meaningful learning, even in restrictive classrooms. Learning stories, as a theoretical framework and narrative assessment tool, are particularly useful in contextualizing the multi-dimensional aspects of being a STEM professional in education.
Descriptors: STEM Education, Academically Gifted, High Schools, Special Schools, Science Education, High Achievement, Student Attitudes, Teacher Attitudes, Personal Narratives, Science Teachers, Scientists, Minority Group Teachers, Student Empowerment, Learning Processes, Teaching Methods, Science Instruction, Learning Motivation, Females, Professional Identity, Secondary School Teachers
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Evaluative; Journal Articles
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: New York