Bold Visions in Educational Research

Transforming Urban Education

Urban Teachers and Students Working Collaboratively

Editors: Tobin, Kenneth, Shady, Ashraf (Eds.)

  • Grounded in sociocultural theory, Transforming urban education: Urban Teachers and Students Working Collaboratively presents conceptual and empirical research in Urban Education, highlighting the potential of multi logical methods for studying teaching, learning, and learning to teach. The book moves far beyond the relatively meaningless dichotomy for research methods represented as qualitative and quantitative.

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  • ISBN 978-94-6209-563-2
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About this book

Transformations in Urban Education: Urban Teachers and Students Working Collaboratively addresses pressing problems in urban education, contextualized in research in New York City and nearby school districts on the Northeast Coast of the United States. The schools and institutions involved in empirical studies range from elementary through college and include public and private schools, alternative schools for dropouts, and museums. Difference is regarded as a resource for learning and equity issues are examined in terms of race, ethnicity, language proficiency, designation as special education, and gender. The contexts for research on teaching and learning involve science, mathematics, uses of technology, literacy, and writing comic books. A dual focus addresses research on teaching and learning, and learning to teach in urban schools. Collaborative activities addressed explicitly are teachers and students enacting roles of researchers in their own classrooms, cogenerative dialogues as activities to allow teachers and students to learn about one another’s cultures and express their perspectives on their experienced realities and negotiate shared recommendations for changes to enacted curricula. Coteaching is also examined as a means of learning to teach, teaching and learning, and undertaking research. The scholarship presented in the constituent chapters is diverse, reflecting multi-logicality within sociocultural frameworks that include cultural sociology, cultural historical activity theory, prosody, sense of place, and hermeneutic phenomenology. Methodologies employed in the research include narratology, interpretive, reflexive, and authentic inquiry, and multi-level inquiries of video resources combined with interpretive analyses of social artifacts selected from learning environments. This edited volume provides insights into research of places in which social life is enacted as if there were no research being undertaken. The research was intended to improve practice. Teachers and learners, as research participants, were primarily concerned with teaching and learning and, as a consequence, as we learned from research participants were made aware of what we learned—the purpose being to improve learning environments. Accordingly, research designs are contingent on what happens and emergent in that what we learned changed what happened and expanded possibilities to research and learn about transformation through heightening participants’ awareness about possibilities for change and developing interventions to improve learning.

Table of contents (22 chapters)

  • Becoming a Science Teacher

    Baker, Eileen Perman

    Pages 1-17

  • Globalization, Immigration and Identity Formation|Reformation

    Shady, Ashraf

    Pages 19-35

  • Math, Science Whizzes

    Saran, Rupam

    Pages 37-52

  • Singing a Different Tune

    Kress, Tricia M.

    Pages 53-69

  • Unraveling Technology Use in Urban Schools

    O’Hara, Kate E.

    Pages 71-87

Buy this book

eBook $49.99
price for USA (gross)
  • ISBN 978-94-6209-563-2
  • Digitally watermarked, DRM-free
  • Included format: PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
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Bibliographic Information

Bibliographic Information
Book Title
Transforming Urban Education
Book Subtitle
Urban Teachers and Students Working Collaboratively
Editors
  • Kenneth Tobin
  • Ashraf Shady
Series Title
Bold Visions in Educational Research
Copyright
2014
Publisher
Sense Publishers
Copyright Holder
SensePublishers-Rotterdam, The Netherlands
eBook ISBN
978-94-6209-563-2
DOI
10.1007/978-94-6209-563-2
Edition Number
1
Number of Pages
VIII, 388
Topics