Constituting Identities That Challenge the Contemporary Discourse: Power, Discourse, Experience, and Emotion

Melville, Wayne; Bartley, Anthony

doi:10.1002/sce.21047

Cited by 23 publications

(15 citation statements)

References 28 publications

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“…As stated above, panelists insisted on shifting the language of the practice descriptions toward practices that were student, not teacher centered. This shift in language and perspective allows for a shift in the power dynamics embedded within traditional notions of science and school science to value student thinking and approaches to explaining the natural world (Melville & Bartley, ). Teaching practices that acknowledge and respond to student emotions and perspectives, such as effectively building community or orchestrating discussions that draw on student thinking, can change students' views of who can legitimately participate in science as well as their understandings of the nature of justifying scientific claims (Bricker & Bell, ; Melville & Bartley, ).…”

Section: Discussionmentioning

confidence: 99%

Identifying a core set of science teaching practices: A delphi expert panel approach

2014

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The Framework for K-12 Science Education details ambitious goals for students' learning of science content and practices. However, this document provides science teachers little guidance about instructional practices that are central to helping students achieve these goals. Research indicates that a teacher's instructional practice can impact student interest and achievement more than advanced degrees or teaching experience and thus, identifying a core set of science teaching practices may be one key to improving science education. Based on a practice-based theory of teaching, this study used a panel of expert science teachers and university faculty to identify a set of core science teaching practices. The Delphi methodology used in this study engaged the expert panel in three anonymous and iterative rounds of voting and justification of science teaching practices. Nine of the fifty-one suggested practices met the pre-determined consensus criteria. Three major themes emerged from the results. First, a majority of practices, like "Engaging Students in Investigations" and "Facilitating Classroom Discourse," promote an interactive and dialogic science classroom. Second, the discussion among panel members across the three rounds indicates the need to develop a more common language and understanding of science teaching practice. Third, the panel highlighted the important role that on-going assessment plays in science teaching with practices like "Eliciting, Using, and Assessing Student Thinking about Science" and "Providing Feedback." This study lays the groundwork for the further decomposition of these core teaching practices and provides the foundation for further empirical research on how these practices are learned and executed by teachers, and their impact on student learning. #

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Section: Discussionmentioning

confidence: 99%

Identifying a core set of science teaching practices: A delphi expert panel approach

2014

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“…Hence, in order to lead learning, a chair may derive power from their practical knowledge of how reforms are operationalized within a classroom, and the ability to share that credibility within the department. Our earlier work also indicates that access to formal power, such as that granted to chairs by virtue of their position, is a precondition for shaping a department in which teachers are willing to challenge their current practices and engage with reforms (Melville & Bartley, ). We are also using the word challenge deliberately, understanding that contemporary science education can be characterized as a “political way of maintaining or modifying the appropriation of discourses, along with the knowledge and powers that they carry” (Foucault, , p. 64).…”

Section: The Chair As Leadermentioning

confidence: 95%

“…Lindsay has moved to another school in the city, and is promoting reform teaching in there (see Melville & Bartley, ). Doug himself has just co‐authored a book (Melville et al, ) on the work of the chair for NSTA.…”

Section: Narrative and Analysismentioning

confidence: 99%

“…In a sense this sharing is completing the circle, a lot of what she does in her practice is available for other teachers to look at. (Interview, March 18, 2011) Lindsay has moved to another school in the city, and is promoting reform teaching in there (see Melville & Bartley, 2013). Doug himself has just co-authored a book (Melville et al, 2015) on the work of the chair for NSTA.…”

Section: Empowermentmentioning

confidence: 99%

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Leading Learning: Science Departments and the Chair

Melville

Campbell

Jones³

2016

School Sci & Mathematics

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In this article, we have considered the role of the chair in leading the learning necessary for a department to become effective in the teaching and learning of science from a reformed perspective. We conceptualize the phrase “leading learning” to mean the chair's constitution of influence, power, and authority to intentionally impact the conceptual, pedagogical, cultural, and political aspects of teachers’ work. The data for this article are based on our ongoing work with one science department, over the past nine years, and have been woven into a longitudinal narrative study of a chair who has led the learning of an effective department since 2000. In considering the data, we can reach two major conclusions. First, for a chair to lead learning is to build a professional commitment to a vision of science education, not a particular program. Second, in leading learning, chairs afford opportunities for teacher empowerment. This affordance, however, is only half the issue. It is commitment to a vision that drives a desire to take advantage of opportunities as they arise. In leading learning that reflects changes in the broader science education community, learning opportunities are opened beyond the department.

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“…It is true that teachers engage cognitively and actively with policy, but they are not completely coherent, consistent, or autonomous actors in those engagements. Engagement with policy does not occur in a vacuum; rather, economic, political, historical and disciplinary forces act on teachers (Hardy & Melville, 2013;Melville & Bartley, 2013). Teachers' engagement with policy is, therefore, constrained within the "discursive possibilities available to them" (Ball, Maguire, Braun & Hoskins 2011a, p. 612).…”

Section: Policy Enactmentmentioning

confidence: 99%

Professional learning as policy enactment: The primacy of professionalism

Hardy

Melville

2019

EPAA

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In this article, we draw upon notions of occupational professionalism and organizational professionalism to interrogate the complex, and sometimes contradictory, teacher learning practices that characterize educational policy enactment. We apply these understandings to the Growing Success assessment and evaluation policy in Ontario, Canada, and in relation to how five educators in varied positions in a regional school district made sense of this policy through professional learning. Our research considers how the interactions between professionalism and teacher learning can be deployed to better understand policy enactment as part of educators' work and learning. The research reveals that organizational professionalism, characterized by hierarchical modes of decision-making, standardized work practices, external regulation and accountability processes, limited teachers' learning. However, at the same time more occupational professionalism cultivated forms of professional learning necessary for productive enactment of educational policy. In relation to teacher learning for policy enactment, more Education Policy Analysis Archives Vol. 27 No. 90 2 occupational professionalism was characterized by, inter alia, commitment to student learning, the generation of dialogue about teachers' assessment practices, coherence in relation to the whole reform agenda, a focus upon the immediacy of practice, and accountability to one another. The research indicates that even as more organizational professionalism is clearly evident in policy reform, the occupational cultures fostered by districts and schools can have significant beneficial effects for how teacher learning is expressed as a form of policy enactment.El aprendizaje profesional como promulgación de políticas: La primacía de la profesionalidad Resumen: En este artículo, utilizamos las nociones de profesionalismo ocupacional y profesionalismo organizacional para interrogar las prácticas complejas, y a veces contradictorias, de aprendizaje docente que caracterizan la promulgación de la política educativa. Aplicamos estos entendimientos a la política de evaluación y evaluación de Crecimiento exitoso en Ontario, Canadá, y en relación a cómo cinco educadores en posiciones variadas en un distrito escolar regional dieron sentido a esta política a través del aprendizaje profesional. Consideramos cómo se pueden implementar las interacciones entre profesionalismo y aprendizaje de los docentes para comprender mejor la promulgación de políticas como parte del trabajo y el aprendizaje de los educadores. La investigación revela que la profesionalidad organizacional, caracterizada por modos jerárquicos de toma de decisiones, prácticas laborales estandarizadas, regulación externa y procesos de rendición de cuentas, aprendizaje limitado de los docentes. Sin embargo, al mismo tiempo, más profesionalismo ocupacional cultivó formas de aprendizaje profesional necesarias para la promulgación productiva de la política educativa. En relación con el aprendizaje del profesorado para la promu...

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Constituting Identities That Challenge the Contemporary Discourse: Power, Discourse, Experience, and Emotion

Cited by 23 publications

References 28 publications

Identifying a core set of science teaching practices: A delphi expert panel approach

Identifying a core set of science teaching practices: A delphi expert panel approach

Leading Learning: Science Departments and the Chair

Professional learning as policy enactment: The primacy of professionalism

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