Cultural Studies of Science Education

Transcription

1 Cultural Studies of Science Education Volume 1 Series Editors KENNETH TOBIN, City University of New York CATHERINE MILNE, New York University The series is unique in focusing on the publication of scholarly works that employ social and cultural perspectives as foundations for research and other scholarly activities in the three fields implied in its title: science education, education, and social studies of science. The aim of the series is to establish bridges to related fields, such as those concerned with the social studies of science, public understanding of science, science/technology and human values, or science and literacy. Cultural Studies of Science Education, the book series explicitly aims at establishing such bridges and at building new communities at the interface of currently distinct discourses. In this way, the current almost exclusive focus on science education on school learning would be expanded becoming instead a focus on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon. The book series is conceived as a parallel to the journal Cultural Studies of Science Education, opening up avenues for publishing works that do not fit into the limited amount of space and topics that can be covered within the same text. For other titles published in this series, go to

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3 Colette Murphy Kathryn Scantlebury Editors Coteaching in International Contexts Research and Practice

4 Editors Colette Murphy Director of Research School of Education Trinity College Dublin Ireland Kathryn Scantlebury Department of Chemistry and Biochemistry University of Delaware Newark DE USA ISBN e-isbn DOI / Springer Dordrecht Heidelberg London New York Library of Congress Control Number: Springer Science+Business Media B.V No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (

5 Contents 1 Introduction to Coteaching... 1 Colette Murphy and Kathryn Scantlebury Part I Large-Scale Studies of Coteaching 2 A Five-Year Systematic Study of Coteaching Science in 120 Primary Schools Colette Murphy and Jim Beggs 3 Researching the Use of Coteaching in the Student Teaching Experience Nancy Bacharach, Teresa Washut Heck, and Kathryn Dahlberg Part II Theory into Practice 4 Coteaching in Science Education Courses: Transforming Teacher Preparation Through Shared Responsibility Christina Siry and Sonya N. Martin with Shelley Baker, Nicole Lowell, Jenna Marvin, and Yushaneen Wilson 5 Producing and Maintaining Culturally Adaptive Teaching and Learning of Science in Urban Schools Kenneth Tobin and Rey Llena Part III Coteaching Contexts 6 Risk-Taking as Practice in a Coteaching Professional Learning Community Jennifer Gallo-Fox 7 Enactment of Coteaching in Primary Schools: Moving Towards a Shared Responsibility Karen Carlisle v

6 vi Contents 8 It Certainly Taught Us How to Change Our Minds on Teaching Science : Coteaching in Continuing Professional Development Karen Kerr 9 A Learning Space: Student Teachers Experience of Coteaching Science Neil Ó Conaill 10 Coteaching in the Penn STI: Evolution of Fluent Praxis Cristobal Carambo and Constance Blasie 11 From Theoretical Explanation to Practical Application: Coteaching in a Pre-service Primary Physics Course Pernilla Nilsson 12 Now It s Time to Go Solo Matthew Juck, Kathryn Scantlebury, and Jennifer Gallo-Fox 13 Changing Lives: Coteaching Immigrant Students in a Middle School Science Classroom Bhaskar Upadhyay and Adrienne Gifford 14 Parents as Coteachers of Science and Technology in a Middle-School Classroom Linda-Dianne Willis and Stephen M. Ritchie Part IV Cogenerative Dialogues 15 Exploring Multiple Outcomes: Using Cogenerative Dialogues and Coteaching in a Middle School Science Classroom Nicole K. Grimes 16 Cogenerative Dialogues: Improving Mathematics Instruction in an Adult Basic Education Program Felicia Wharton and Wesley Pitts 17 Constructing Mathematical Knowledge in Urban Schools: Using Cogenerative Dialogue and Coteaching to Transform the Teaching and Learning Experiences of Minority Students Samuel E. Jackson and Karen E.S. Phillips

7 Contents vii 18 Students as Coteachers in an Urban High School Mathematics Class Carol A. Woodburn Epilogue Kathryn Scantlebury and Colette Murphy Subject Index Author Index