The hegemony of English in science education in India: a case study exploring impact of teacher orientation in translating policy in practice

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

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Voices Inside Schools - Historical Perspective as an Important Element of Teachers' Knowledge: A Sonata-Form Case Study of Equity Issues in a Chemistry Classroom

Harvard Educational Review ◽

10.17763/haer.70.3.h6608mh361t7u41w ◽

2000 ◽

Vol 70 (3) ◽

pp. 370-405 ◽

Cited By ~ 17

Author(s):

Zachary Dean Sconiers ◽

Jerry Lee Rosiek

Keyword(s):

Science Education ◽

Educational Equity ◽

Narrative Structure ◽

School Science ◽

Theory And Practice ◽

Full Detail ◽

Sonata Form ◽

Equity Issues ◽

University Researcher

In this article, middle school science teacher Zachary Sconiers and university researcher Jerry Rosiek introduce the sonata-form case study, a narrative structure designed to document teachers' understandings of how subject matter and sociocultural influences intersect in the classroom. Written in collaboration with the Fresno Science Education Equity Teacher Research Project, this case study is told from the perspective of Jerome Jameson, a fictional chemistry teacher, whose story is based on Sconiers's actual teaching experiences. Also integrated into the narrative are Sconiers's in-depth reflections on the connections between his commitment to science education and his commitment to promoting educational equity. The sonata-form case study is followed by an afterword, written by Rosiek and Sconiers, that describes this unique methodology for teacher inquiry in full detail. The writing process for the case study was extensive and iterative: the two authors worked closely over the course of a year to develop the narrative, with Rosiek taking the lead on revising and editing. With this case study, Sconiers and Rosiek highlight the critical need for a new form of educational research, one that "builds bridges between the discourses of educational excellence and educational equity, as well as between theory and practice."

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