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Becoming an Urban Physics and Math Teacher

Infinite Potential

  • Book
  • © 2007

Overview

Authors:
  1. Beth A. Wassell

    1. Rowan University, Glassboro, USA

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    You can also search for this author in PubMed   Google Scholar

  2. Ian Stith

    1. University of Victoria, Canada

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    You can also search for this author in PubMed   Google Scholar

  • Analyzes beginning teacher practices across time and space, between student teaching and the induction period (first two years of teaching)
  • Provides clear examples of culturally relevant teaching and positive partnerships between teachers, students and researchers
  • Provides in-depth descriptions of structures in one large urban school district
  • Combines narrative with critical analysis

Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 32)

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-xviii
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  2. Ian's story

    Pages 1-25

  3. Learning to teach by coteaching

    Pages 27-59

  4. The summer curriculum project

    Pages 61-88

  5. Getting a job in an urban school district

    Pages 89-101

  6. The first year

    Pages 103-132

  7. Restructuring the classroom: Math in a science way

    Pages 133-148

  8. Returning to City High

    Pages 149-187

  9. The big picture: Looking across fields

    Pages 189-204

  10. Back Matter

    Pages 205-225
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Keywords

About this book

In the United States it certainly is the case that we live in a country that adheres to an ideology of individualism. In education this ideology is manifest in ho- ing teachers accountable for the achievement of their students, and teacher e- cators accountable for the quality of teaching. Similarly, in school districts such as Philadelphia, where this research was undertaken, school principals are held accountable for the quality of the educational programs in their schools. In making this claim about individualism I do not seek to oversimplify an argument that individualism is the only referent used in formulating and enacting policies. Clearly there is recognition of complexity and the mediating effects of others’ actions on individuals accomplishing their goals. However, in arguments over accountability it always seemed beyond argument, for example, that teachers should have control over their students and if that were not the case then the teacher is not effective. Similarly, as a teacher educator, there is a widespread perspective that I should train teachers to establish and maintain tight control over students, and plan and enact curricula to meet mandated national, state, and local standards in ways that align with testing programs such as those associated with the No Child Left Behind legislation. Failure to comply with these expec- tions, while possible, feels risky.

Authors and Affiliations

  • Rowan University, Glassboro, USA

    Beth A. Wassell

  • University of Victoria, Canada

    Ian Stith

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