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ERIC Number: EJ917939
Record Type: Journal
Publication Date: 2011-Jan
Pages: 24
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
ISSN: ISSN-0022-4308
"Who Are You Callin' Expert?": Using Student Narratives to Redefine Expertise and Advocacy Lower Track Science
Yerrick, Randy; Schiller, Jennifer; Reisfeld, Jennifer
Journal of Research in Science Teaching, v48 n1 p13-36 Jan 2011
The purpose of this study was to construct an interpretation of lower track science students' notions of expertise in science teaching. Data were collected and transcribed from focus groups, teacher journals, classrooms events, and student artifacts. Students responded to focus group prompts over the course of a years regarding how and why they chose to learn science from their teachers based on affective attributes, advocacy/impedance, and identity. Results showed that lower track science students closely associate affective teacher attributes with effective teaching strategies. In addition, students identified advocacy or impedance in academic success based on personal experience rather than other more overt characteristics such as race or gender as a major determinant for their successful science learning. Implications for research and teacher education in diverse settings are discussed. (Contains 1 figure.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A