The Resource "Students drive where I go next?" : ambitious practice, beginning teacher learning, and classroom epistemic communities, David Stroupe

"Students drive where I go next?" : ambitious practice, beginning teacher learning, and classroom epistemic communities, David Stroupe

Label
"Students drive where I go next?" : ambitious practice, beginning teacher learning, and classroom epistemic communities
Title
"Students drive where I go next?"
Title remainder
ambitious practice, beginning teacher learning, and classroom epistemic communities
Statement of responsibility
David Stroupe
Creator
Subject
Language
eng
Summary
This study examined the learning, practice, and classroom communities of five beginning secondary science teachers for one school year. To varying degrees, the participants attempted to enact ambitious practice, a framework for instruction focused on providing students with opportunities to engage in rigorous and responsive science activity. The purpose of the study was twofold. First, this study investigated the resources beginning teachers recognized, generated, and used to shape and learn from practice. Second, this study examined the epistemic classroom community and science practice negotiated between the participants and their students. By analyzing teacher and student interactions in a classroom context, this study filled important gaps in the field's understanding of teacher learning and classroom communities as spaces for students to engage in authentic science practice. This study pursued answers to two groups of guiding questions: What resources for instruction do beginning teachers recognize, generate, and use in their school contexts? How do beginning teachers' differing use of resources shape their particular trajectories of practice and professional learning?How and why is science framed as a "public" or "private" practice? Over time, how and why does the public or private framing of science influence actors' (teachers, students) participation in the epistemic work in classroom spaces? How do teachers and students negotiate "what counts" as a science idea in classroom spaces? How is value assigned to science ideas and by whom? How do teachers and students work on science ideas over time given the kind of epistemic community they negotiate? Using a situative framework, this study traced both beginning teacher learning and the negotiation of their classrooms as epistemic communities over time. Analysis of discourse during classroom interactions, artifacts created by participants and students, and interviews with participants afforded insights into how and why novices learned from practice using resources, and how their classroom communities supported particular kinds of opportunities for students to participate in authentic science activities
Cataloging source
MUU
http://library.link/vocab/creatorName
Stroupe, David
Degree
Ph. D.
Dissertation year
2013.
Granting institution
University of Washington,
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • bibliography
  • theses
http://library.link/vocab/subjectName
  • Teacher-student relationships
  • Science
  • Classroom environment
  • Classroom learning centers
  • First year teachers
Target audience
specialized
Label
"Students drive where I go next?" : ambitious practice, beginning teacher learning, and classroom epistemic communities, David Stroupe
Instantiates
Publication
Copyright
Note
  • Typescript
  • Pages 216-219 are blank numbered pages
Bibliography note
Includes bibliographical references
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier.
Content category
text
Content type code
txt
Content type MARC source
rdacontent.
Control code
865581272
Dimensions
29 cm
Extent
xii, 219 pages
Form of item
regular print reproduction
Media category
unmediated
Media MARC source
rdamedia.
Media type code
n
Other physical details
illustrations
System control number
(OCoLC)865581272
Label
"Students drive where I go next?" : ambitious practice, beginning teacher learning, and classroom epistemic communities, David Stroupe
Publication
Copyright
Note
  • Typescript
  • Pages 216-219 are blank numbered pages
Bibliography note
Includes bibliographical references
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier.
Content category
text
Content type code
txt
Content type MARC source
rdacontent.
Control code
865581272
Dimensions
29 cm
Extent
xii, 219 pages
Form of item
regular print reproduction
Media category
unmediated
Media MARC source
rdamedia.
Media type code
n
Other physical details
illustrations
System control number
(OCoLC)865581272

Library Locations

    • University of Missouri Libraries DepositoryBorrow it
      2908 Lemone Blvd, Columbia, MO, 65211, US
      38.919360 -92.291620
Processing Feedback ...