Negotiating identity and science teaching in a high-stakes testing environment: An elementary teacher's perceptions

Cultural Studies of Science Education

Volumn 4, Issue 3, 2009, Pages 569-586

  Upadhyay, Bhaskar ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

Elementary science; High stakes test; Identity; Teaching practice

Indexed keywords

EID: 71449127557     PISSN: 18711502     EISSN: 18711510     Source Type: Journal    
DOI: 10.1007/s11422-008-9170-5     Document Type: Article

References (16)

1. Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52.
2. Anderson, R. D. (1996). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13, 1-12.
3. Brickhouse, N. W., & Potter, J. T. (2001). Young women's scientific identity formation in an urban context. Journal of Curriculum Studies, 38, 965-980.
4. Diamond, J. B., & Spillane, J. (2004). High-stakes accountability in urban elementary schools: Challenging or reproducing inequality? Teachers College Record, 106, 1145-1176.
5. Gee, J. P. (2001). Identity as an analytical lens for research in education. Review of Research in Education, 25, 99-125.
6. Helms, J. V. (1998). Science-and me: Subject matter and identity in secondary school science teachers. Journal of Research in Science Teaching, 35, 811-834.
7. Henry, A. (1992). African Canadian women teachers' activism: Recreating communities of caring and resistance. Journal of Negro Education, 61, 392-404.
8. Martin, D. (2000). Mathematics success and failure among African American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, NJ: Lawrence Erlbaum Associates.
9. Muller, C., & Schiller, K. S. (2000). Leveling the playing field? Students' educational attainment and states' performance testing. Sociology of Education, 73, 196-218.
10. Nasir, N. S., & Saxe, G. B. (2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5), 14-18.
11. Olitsky, S. (2007). Science learning, status, and identity in an urban middle school. In W.-M. Roth & K. Tobin (Eds.), Science, learning, identity: Sociocultural and cultural historical perspectives (pp. 41-63). Rotterdam: Sense Publishers.
12. Pennington, M. C. (1999). Rules to break and rules to play by: Implications of different conceptions of teaching for language teacher development. In H. Trappes-Lomax & I. McGrath (Eds.), Theory in language teacher education (pp. 99-108). Harlow: Longman.
13. Roth, W.-M., Tobin, K., Elmesky, R., Carambo, C., McKnight, Y.-M., & Beers, J. (2004). Re/making identities in the praxis of urban schooling: A cultural historical perspective. Mind, Culture and Activity, 11, 48-69.
14. Roth, W.-M., Tobin, K., Zimmermann, A., Bryant, N., & Davis, C. (2002). Lessons on and from the dihybrid cross: An activity-theoretical study of learning in coteaching. Journal of Research in Science Teaching, 38, 103-136.
15. Tan, E., & Barton, A. C. (2008). Unpacking science for all through the lens of identities-in-practice: The stories of Amelia and Ginny. Cultural Studies of Science Education, 3, 43-71.
16. Tobin, K., Rahm, J., Olitsky, S., & Roth, W.-M. (2007). Urban science education. In W.-M. Roth & K. Tobin (Eds.), Science, learning, identity: Sociocultural and cultural historical perspectives (pp. 81-96). Rotterdam: Sense Publishers.