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Uncovering Student Negotiations in a Secondary Science Classroom : = A Structure-Agency Perspective.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Uncovering Student Negotiations in a Secondary Science Classroom :/
Reminder of title:	A Structure-Agency Perspective.
Author:	Malone, Danielle Jo.
Description:	1 online resource (223 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798383112526

Uncovering Student Negotiations in a Secondary Science Classroom : = A Structure-Agency Perspective.
Malone, Danielle Jo.

Uncovering Student Negotiations in a Secondary Science Classroom :A Structure-Agency Perspective. - 1 online resource (223 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--Washington State University, 2024.

Includes bibliographical references

This research seeks to understand how secondary science students make space for themselves in the classroom. Specifically, this study examines the interplay between classroom structures and students' agentic negotiations while identifying the relationship between students' enacted agency and their authored science identities by drawing from a sociological framework, structure-agency. An embedded case study was constructed from interviews, observations, and documents collected in a twelve-week Earth Science classroom. The collaborators involved in this study consisted of one monolingual science teacher and six linguistically diverse students. The findings reveal that students expressed agency in the classroom by challenging conventional pedagogical practices through direct negotiations with the teacher. This study highlights moments of student agency where they advocated for themselves and their peers to reshape classroom instructional and curricular structures for more active learning experiences. Structural constraints that shape the classroom space, influence teacher decision-making, and limit students' agency are exposed through data analysis. Science educators can reconsider their approach to instruction to cultivate inclusive learning spaces that value students' unique abilities and experiences by recognizing the nuanced reasoning for expressions of student agency. This study contributes to the evolution of science education by promoting strategies that prioritize student agency as a catalyst for meaningful instruction.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798383112526Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Sociological frameworkIndex Terms--Genre/Form:

554714
Electronic books.

Uncovering Student Negotiations in a Secondary Science Classroom : = A Structure-Agency Perspective.
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520 $a This research seeks to understand how secondary science students make space for themselves in the classroom. Specifically, this study examines the interplay between classroom structures and students' agentic negotiations while identifying the relationship between students' enacted agency and their authored science identities by drawing from a sociological framework, structure-agency. An embedded case study was constructed from interviews, observations, and documents collected in a twelve-week Earth Science classroom. The collaborators involved in this study consisted of one monolingual science teacher and six linguistically diverse students. The findings reveal that students expressed agency in the classroom by challenging conventional pedagogical practices through direct negotiations with the teacher. This study highlights moments of student agency where they advocated for themselves and their peers to reshape classroom instructional and curricular structures for more active learning experiences. Structural constraints that shape the classroom space, influence teacher decision-making, and limit students' agency are exposed through data analysis. Science educators can reconsider their approach to instruction to cultivate inclusive learning spaces that value students' unique abilities and experiences by recognizing the nuanced reasoning for expressions of student agency. This study contributes to the evolution of science education by promoting strategies that prioritize student agency as a catalyst for meaningful instruction.
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