From Peripheral to Central, the Story of Melanie's Metamorphosis in an Urban Middle School Science Class.

Tan, Edna; Barton, Angela Calabrese

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Record Details - EJ797396

Title: From Peripheral to Central, the Story of Melanie's Metamorphosis in an Urban Middle School Science Class

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Title:	From Peripheral to Central, the Story of Melanie's Metamorphosis in an Urban Middle School Science Class
Authors:	Tan, Edna; Barton, Angela Calabrese
Descriptors:	Grade 6; Longitudinal Studies; Urban Schools; Poverty; Females; Case Studies; Ethnography; Comparative Analysis; Elementary Secondary Education; Science Teachers; Science Instruction; Student Participation; Group Dynamics; Self Efficacy; Identification; Teacher Student Relationship; Hispanic Americans; Educational Environment
Source:	Science Education, v92 n4 p567-590 Jul 2008
More Info: Help Peer Reviewed:	Yes
Publisher:	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Date:	2008-07-00
Pages:	24
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	Identity formation is a critical dimension of how and why students engage in science to varying degrees. In this paper, we use the lens of identity formation, and in particular identities in practice, to make sense of how and why Melanie, over the course of sixth grade, transformed from a marginalized member of the science class with a failing grade to a highly valued member of the sixth-grade science community with a perfect score of a 100% for the sixth-grade exit project. Our findings reveal that the different figured worlds of the science classroom, such as whole class, small group work, and individual work, offered Melanie different affordances for identity formation that were built upon across such spaces, in both productive and unproductive ways. Our findings also take up the kinds of critical roles that members of her classroom community, in particular teacher and peers, play in supporting and constraining such a transformation. We discuss the implications identity formation has for understanding issues of gender equity and science learning. (Contains 1 table and 1 figure.)
Abstractor:	Author
Reference Count:	45

Note:	N/A
Identifiers:	United States
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0036-8326
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education; Grade 6
Direct Link:	http://dx.doi.org/10.1002/sce.20253

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