Case: Too Loud to Learn

Megan Elaine Lynch, Jennifer L. Cody, May Lee

Producción científica: Chapterrevisión exhaustiva

Resumen

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’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.
Idioma originalAmerican English
Título de la publicación alojadaNavigating Elementary Science Teaching and Learning
Subtítulo de la publicación alojadaCases of Classroom Practices and Dilemmas
EditoresSophia Jeong, Lynn A. Bryan, Deborah J. Tippins, Chelsea M. Sexton
EditorialSpringer International Publishing
Capítulo38
Páginas199-204
Número de páginas6
EstadoPublished - sept 27 2023

Serie de la publicación

NombreSpringer Texts in Education

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