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|Title:||Using Transformative Research To Explore Congruencies Between Science Reform and Urban Schools|
|Authors:||Rivet, Ann E.|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Rivet, A. E. (2006). Using Transformative Research To Explore Congruencies Between Science Reform and Urban Schools. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 578-584). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||The Urban Science Education Center at Teachers College, Columbia University is attempting to inform how science reforms are introduced to urban middle school classrooms. In our work we are exploring three levels of congruency necessary in order for new innovations to result in sustained reform in individual school settings. To explore these congruencies we use the framework of transformative research, which is research that while focused on generating new ideas also works to "transform" or improve the teaching and learning of science. This paper describes our collaboration with one public middle school in New York City, using the concepts of congruencies to frame our efforts with the school as we collaboratively developed a project- based school-wide science curriculum plan. Through this process we learned both about ways to consider innovative reforms in relation to this school setting, and more general characteristics of conducting transformative research with urban schools.|
|Appears in Collections:||ICLS 2006|
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