2009
DOI: 10.1007/s11422-009-9221-6
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Navigating role forces and the aesthetic|authentic caring dialectic: a novice urban science teacher’s developmental trajectory

Abstract: Examining role forces and resources available to new teachers is crucial to understanding how teachers use and expand cultural, social, and symbolic resources and how they engage teaching for social justice and caring in urban science education. This critical narrative inquiry explores three levels of story. First, the narratives explore my role as a district science staff developer and my efforts to leverage district resources to improve students' opportunities to learn science. Second, the narratives explore… Show more

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Cited by 23 publications
(8 citation statements)
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“…Urban science teachers also face many unique challenges, such as competing school priorities (Rivera Maulucci, ; Settlage, Southerland, Smith, & Ceglie, ) and a lack of resources and school‐based support for instruction (Spillane, Diamond, Walker, Halverson, & Jita, ). Additionally, urban science teachers often have multiple instructional preps in different domains of science (i.e., biology, physics, and chemistry), and must master a greater variety of teaching strategies with fewer clear curriculum guides compared to other subjects (Luft et al, ).…”
Section: Urban Science Educationmentioning
confidence: 99%
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“…Urban science teachers also face many unique challenges, such as competing school priorities (Rivera Maulucci, ; Settlage, Southerland, Smith, & Ceglie, ) and a lack of resources and school‐based support for instruction (Spillane, Diamond, Walker, Halverson, & Jita, ). Additionally, urban science teachers often have multiple instructional preps in different domains of science (i.e., biology, physics, and chemistry), and must master a greater variety of teaching strategies with fewer clear curriculum guides compared to other subjects (Luft et al, ).…”
Section: Urban Science Educationmentioning
confidence: 99%
“…Research also indicates science teachers may experience a mismatch between their preparation and the urban school context. Preparation programs for science education, particularly at the secondary level, tend to emphasize content knowledge and the “technical knowledge of teaching,” without attention to practices essential to being effective educators in urban schools (Han, Madhuri, & Scull, ; Rivera Maulucci, ). Moreover, research indicates new science teachers tend to implement practices that prioritize transmission of knowledge and compliance, regardless of their experiences in teacher preparation due to school‐based instructional norms (Han et al, ; Munby et al, ; Rodriguez, ).…”
Section: Urban Science Educationmentioning
confidence: 99%
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“…This study seeks to understand how equity indicators interact in the lives of teachers and students in schools and how teachers activate resources for science teaching in the classroom. In a larger study, I explored the interplay between theories and practices of teaching science for social justice in a large, K‐8, urban, public school in New York City (Rivera Maulucci, 2005; Rivera Maulucci & Calabrese Barton, 2005). The school was designated a School under Registration Review by the State (SURR School), in 1996 for low literacy and mathematics achievement, and redesigned in 1999, when it was separated into an elementary school, and a middle school for grades 5–8 (School Report Card, 2001).…”
Section: Purpose Of the Studymentioning
confidence: 99%
“…Authentic caring is a “reformulation” of traditional school relations and involves “a search for connection where trusting relationships constitute the cornerstone for all learning” (Valenzuela, 1999, p. 5). Authentic caring centers students’ cultures and needs (Rivera Maulucci, 2010) and relationships (Valenzuela, 1999). In contrast, aesthetic caring emphasizes the technical dimensions of education and follows a narrow, instrumentalist logic (Noddings, 1984; Valenzuela, 1999, p. 22).…”
Section: A Critical-feminist Care Framework For Researchers and Polic...mentioning
confidence: 99%