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Using museum resources to enrich urb...

Adams, Jennifer D.

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Using museum resources to enrich urban science education: Teacher agency, identity transformation, and Creolized sciences.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Using museum resources to enrich urban science education: Teacher agency, identity transformation, and Creolized sciences./
Author:	Adams, Jennifer D.
Description:	244 p.
Notes:	Adviser: Kenneth Tobin.
Contained By:	Dissertation Abstracts International67-08A.
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3232021
ISBN:	9780542850998

Using museum resources to enrich urban science education: Teacher agency, identity transformation, and Creolized sciences.
Adams, Jennifer D.

Using museum resources to enrich urban science education: Teacher agency, identity transformation, and Creolized sciences. - 244 p.

Adviser: Kenneth Tobin.

Thesis (Ph.D.)--City University of New York, 2006.

This dissertation is a critical ethnography that documented my experience with a group of seven teachers re/producing a leadership identity and building a culture around using museum-based resources to teach science. These teachers were participants in the Urban Advantage initiative---a New York City-wide partnership for science education. The initiative aimed to create a sustainable practice of middle school students and teachers using the City's museums, zoos and botanical gardens to teach science and complete an independent science investigation called the 8th grade Exit Project. The seven teachers formed the core of a group called the Urban Advantage Lead Teachers with the goal creating enactment structures for teachers to effectively use museum resources to teach science. Out of this group one emerged as my case study. I visited her school and examined how she transformed the structure of her school and classroom to include object/inquiry-based science. As a facilitator of the group, I was a participant/observer and my data sources included fieldnotes, individual|collective created artifacts, photographs, videotapes and audiotapes.

ISBN: 9780542850998Subjects--Topical Terms:

1017897
Education, Sciences.

Using museum resources to enrich urban science education: Teacher agency, identity transformation, and Creolized sciences.
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520 $a This dissertation is a critical ethnography that documented my experience with a group of seven teachers re/producing a leadership identity and building a culture around using museum-based resources to teach science. These teachers were participants in the Urban Advantage initiative---a New York City-wide partnership for science education. The initiative aimed to create a sustainable practice of middle school students and teachers using the City's museums, zoos and botanical gardens to teach science and complete an independent science investigation called the 8th grade Exit Project. The seven teachers formed the core of a group called the Urban Advantage Lead Teachers with the goal creating enactment structures for teachers to effectively use museum resources to teach science. Out of this group one emerged as my case study. I visited her school and examined how she transformed the structure of her school and classroom to include object/inquiry-based science. As a facilitator of the group, I was a participant/observer and my data sources included fieldnotes, individual|collective created artifacts, photographs, videotapes and audiotapes.
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