NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1071409
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1946-2077
Promoting Social Norms for Scientific Discourse: Planning Decisions of an Urban Elementary Teacher
Mangiante, Elaine Silva
Journal of Urban Learning, Teaching, and Research, v11 p4-13 2015
This case study examined planning decisions made and challenges faced by an elementary teacher in a high-poverty urban district to promote students' adoption of social norms of interaction for scientific discourse. Through interviews, document analyses, and observations during a science unit, the findings indicated that the teacher's planning first involved creating a classroom climate whereby students felt safe to share their thinking. Next, she provided students with structures for interaction and strategies for discourse based on knowledge she acquired from professional development in evidence-based discourse. She also incorporated these dialogic practices in all subjects to extend student practice. The challenges in promoting scientific discourse included accountability pressure, inadequate resources, limited time, paucity of collegial collaboration, and student variability in discourse.
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A