@inbook{f4b9303fce0a49e9acc45285f18dec18,
title = "Case: Too Loud to Learn",
abstract = "This case raises questions about expectations for student engagement and productive participation in science classes. Veteran kindergarten teacher, Melissa Perry, is new to phenomena-anchored, NGSS-aligned science teaching. During a sustained investigation on cockroaches as part of a unit on the characteristics of living things, Ms. Perry{\textquoteright}s expectations for her students and her already established norms of traditional classroom discourse (turn-taking, raising hands, waiting quietly) came into conflict with the ways in which students were participating in the science investigation. As a result of this contradiction, tensions emerge when Ms. Perry co-teaches with an instructional coach during a science lesson. Questions about school culture, school-wide behavior plans, access to high-quality teaching/curricula in schools with majority-minority populations, and the character and quality of coaching are all present within the case.",
keywords = "elementary science education, case=based pedagogy for science education, reflections in case-based teaching and learning",
author = "Lynch, {Megan Elaine} and Cody, {Jennifer L.} and May Lee",
note = "Cite this chapter Lynch, M.E., Cody, J.L., Lee, M. (2023). Case: Too Loud to Learn. In: Jeong, S., Bryan, L.A., Tippins, D.J., Sexton, C.M. (eds) Navigating Elementary Science Teaching and Learning. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-33418-4_38",
year = "2023",
month = sep,
day = "27",
language = "American English",
series = "Springer Texts in Education",
publisher = "Springer International Publishing",
pages = "199--204",
editor = "Jeong, {Sophia } and Bryan, {Lynn A.} and Tippins, {Deborah J.} and Sexton, {Chelsea M.}",
booktitle = "Navigating Elementary Science Teaching and Learning",
}