ERIC Number: EJ726383
Record Type: Journal
Publication Date: 2005-Nov-1
Reference Count: 36
Practicing Reform-Based Science Curriculum in an Urban Classroom: A Hispanic Elementary School Teacher's Thinking and Decisions
Upadhyay, Bhaskar Raj
School Science & Mathematics, v105 n7 p343 Nov 2005
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.
Descriptors: Elementary School Teachers, Decision Making, Cognitive Processes, Science Education, Urban Schools, Science Curriculum, Curriculum Development, Hispanic Americans, Educational Change, Case Studies, Student Empowerment, Teaching Methods, High Stakes Tests
School Science & Mathematics Association, The Ohio State University, 238 Arps Hall, 1945 North High Street, Columbus, OH 43210-1172. Web site: http://www.ssma.org.
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United States