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"But I Grew Up Here!" Science Inquiry, Pedagogy and Technology Through a Sociocultural Lens.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	"But I Grew Up Here!" Science Inquiry, Pedagogy and Technology Through a Sociocultural Lens./
Author:	Meyer, Brian R.
Description:	1 online resource (214 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Science education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355310849

"But I Grew Up Here!" Science Inquiry, Pedagogy and Technology Through a Sociocultural Lens.
Meyer, Brian R.

"But I Grew Up Here!" Science Inquiry, Pedagogy and Technology Through a Sociocultural Lens. - 1 online resource (214 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The majority of students in the urban setting are considered underrepresented. These students frequently perform below their proficiency level on standardized tests locally and nationally. If we treat education as the ticket out of the culture of poverty that underrepresented students find themselves, it is incumbent upon us to find pedagogical, content, and cultural methods that allow for these students to achieve at a high level.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355310849Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

"But I Grew Up Here!" Science Inquiry, Pedagogy and Technology Through a Sociocultural Lens.
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100 1 $a Meyer, Brian R. $3 1180052
245 1 0 $a "But I Grew Up Here!" Science Inquiry, Pedagogy and Technology Through a Sociocultural Lens.
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300 $a 1 online resource (214 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Randy K. Yerrick.
502 $a Thesis (Ph.D.) $c State University of New York at Buffalo $d 2017.
504 $a Includes bibliographical references
520 $a The majority of students in the urban setting are considered underrepresented. These students frequently perform below their proficiency level on standardized tests locally and nationally. If we treat education as the ticket out of the culture of poverty that underrepresented students find themselves, it is incumbent upon us to find pedagogical, content, and cultural methods that allow for these students to achieve at a high level.
520 $a The purpose behind this case study was to determine the pedagogical, content and cultural knowledge of two urban junior high school science teachers with the specific intention of drawing on the mitigating factors in the use, or non-use, of technology by these respective classroom teachers. Participants in this case study included two teachers both of whom teach 7th and 8th grade science in the urban setting. Their students are deemed to be underachieving by local and state measures of assessment, and the schools in which they teach are both considered low on measures of socioeconomic status.
520 $a Data were collected over an academic year and included: teacher and student interviews, classroom video recordings, student work, teacher plans, and researcher field notes. These data were analyzed using an inductive approach and a constant-comparative method.
520 $a The teachers shared their beliefs about the schools and district in which they teach, about the students they teach, and about their own upbringing. These female teachers had many demographics in common, including the duration of their teaching careers, their age, their content area, their time teaching in the district, and their professed caring for their students and their students' success. Where they contrasted, however, was in their own educational background at the grade school level - one teacher grew up in a middle class suburban home while the other was raised in the urban setting. Another difference was in their early choice of career, as the suburban teacher knew she wanted to teach science while the urban teacher chose science from a marketability standpoint.
520 $a Results from this study indicate that both teachers and students have established belief sets of what good teaching looks like, and both are able to know when those practices do not match the professed beliefs. Results from this study could play a significant role in the types of teachers that are hired in the urban setting. These results may also speak to the importance level that a school district places on professional development versus technological implementation.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 1151737
650 4 $a Pedagogy. $3 1148703
655 7 $a Electronic books. $2 local $3 554714
690 $a 0714
690 $a 0456
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1148475
773 0 $t Dissertation Abstracts International $g 79-03A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10621130 $z click for full text (PQDT)