An Identity Trajectory Analysis of a Scientist/Educator Engagement With a Large Urban District

Abstract

Many reform learning environments rely on the involvement of researchers and disciplinary experts in authentic learning settings. But the ways by which disciplinary experts become effective collaborator in such settings is not well investigated. This paper presents an identity trajectory analysis of the engagement of a scientist/educator within a large urban school district. In the context of a comprehensive curriculum and professional development initiative, the educator participates in several different roles, including leadership, curriculum writing, and support of teacher work within schools. Within this setting, identity shifts through social interactions with others running the project, with district administrators, with teachers in schools, with students, and with the materials for the curriculum. Using Wortham’s methodology of narrative analysis and framework of identity trajectory analysis, traced through analysis of the narratives created by the scientist/educator.