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Abstract Title: Fostering Science Learning in Diverse Urban Settings
Abstract: A common approach to the teaching of science is to create learning communities around sameness. In such circumstances students who differ from the mainstream are disadvantaged and often are regarded as learning disabled. This paper presents research on the uses of cogenerative dialogue to afford the creation of learning communities in which difference is respected and regarded as a resource for advancing learning of the collective as well as individuals within the collective. I describe what we learned from a five-year longitudinal authentic ethnography in which cogenerative dialogues were used in high schools in the Bronx Borough of New York City to create productive learning environments in which student achievement increased equitably for categories defined by ethnicity, class and native language. The route toward higher achievement was paved by expanded roles for science teachers and students. The ways in which these roles were enacted are described in the paper.
Abstract Type: Invited Talk
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Kenneth Tobin
Graduate Center, City University of New York