Reproduction of social class in the teaching and learning of science in urban high schools

Tobin, Kenneth; Seiler, Gale; Walls, Edward

doi:10.1007/bf02461767

Cited by 62 publications

(32 citation statements)

References 10 publications

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“…Our research over almost 20 years indicated that many of the science classes in our studies were characterized by lengthy periods of dysfunction in which a handful (or sometimes more) of students disrupted teaching and learning (Tobin, Seiler, and Walls 1999). Anger and fear characterized teachers' and students' expressed emotions and absenteeism was a factor that mediated the enacted curriculum and learning.…”

Section: A Multilogical Approach To Research On Emotionsmentioning

confidence: 69%

“…Our interest in research on emotions began when Ken (first listed author) led a study of science teaching and learning in an urban high school in West Philadelphia (Tobin, Seiler, and Walls 1999). Two of his doctoral students were taking a course with Randall Collins (2004), who was using a pre-publication draft of his book on interaction ritual chains as a core resource for the course.…”

Section: A Multilogical Approach To Research On Emotionsmentioning

confidence: 99%

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Expression of emotions and physiological changes during teaching

Tobin

King

Henderson

et al. 2016

Cult Stud of Sci Educ

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We investigated the expression of emotions while teaching in relation to a teacher's physiological changes. We used polyvagal theory (PVT) to frame the study of teaching in a teacher education program. Donna, a teacher-researcher, experienced high levels of stress and anxiety prior to beginning to teach and throughout the lesson we used her expressed emotions as a focus for this research. We adopted event-oriented inquiry in a study of heart rate, oxygenation of the blood, and expressed emotions. Five events were identified for multilevel analysis in which we used narrative, prosodic analysis, and hermeneutic-phenomenological methods to learn more about the expression of emotions when Donna had: high heart rate (before and while teaching); low blood oxygenation (before and while teaching); and high blood oxygenation (while teaching). What we learned was consistent with the body's monitoring system recognizing social harm and switching to the control of the unmyelinated vagus nerve, thereby shutting down organs and muscles associated with social communication -leading to irregularities in prosody and expression of emotion. In events involving high heart rate and low blood oxygenation the physiological environment was associated with less effective and sometimes confusing patterns in prosody, including intonation, pace of speaking, and pausing. In a low blood oxygenation environment there was evidence of rapid speech and shallow, irregular breathing. In contrast, during an event in which 100% blood oxygenation occurred, prosody was perceived to be conducive to engagement and the teacher expressed positive emotions, such as satisfaction, while teaching.Becoming aware of the purposes of the research and the results we obtained provided the teacher with tools to enact changes to her teaching practice, especially prosody of the voice. We regard it as a high priority to create tools to allow teachers and students, if and as necessary, to ameliorate excess emotions, and change heart rate, oxygenation levels, and breathing patterns. Keywords polyvagal theory ． wellness． emotion． prosody． vagus nerve． science teacher education Resumen Investigamos la expresión de las emociones mientras se desarrollan las clases, a través de los cambios psicofisiológicos de los maestros. Utilizamos la teoría polivagal (TPV) para enmarcar el estudio de la enseñanza en un programa de formación de docentes. Donna, una profesora-investigadora, experimentó niveles altos de estrés y ansiedad previo a empezar a dar clase y durante la misma. Implementamos la investigación orientada a eventos para estudiar aquellos relacionados con la frecuencia cardiaca, la oxigenación de la sangre y la expresión de emociones. Se identificaron cinco eventos a los que se les aplicó un análisis multinivel utilizando la narrativa, análisis prosódico y métodos hermenéuticos-fenomenológicos para conocer más acerca la expresión de emociones cuando Donna

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Section: A Multilogical Approach To Research On Emotionsmentioning

confidence: 69%

Section: A Multilogical Approach To Research On Emotionsmentioning

confidence: 99%

Expression of emotions and physiological changes during teaching

Tobin

King

Henderson

et al. 2016

Cult Stud of Sci Educ

Self Cite

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show abstract

“…These concerns will demonstrate the essential understanding about how teachers' preparedness can affect students' performance in the New York State Regents exams. According to Tobin, Seiler and Walls (1999), there is evidence to suggest that despite reform initiatives, the quality of Science instruction remains well below the ideal, due to excessive barriers surrounding the success of Science awareness in Urban School Districts.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…However, teachers' ability to adapt to innovations more than not is determined by their perception that impacts their approach towards executing the curriculum. According to Tobin, Seiler and Walls (1999), such factors are prevalent within Urban School districts, where immigration rate is high. Students learn best when they feel accepted, when they enjoy positive relationships with their fellow students and teachers, and when they are able to be active, visible members of the learning community.…”

Section: Barriers Preventing Science Awarenessmentioning

confidence: 99%

An Analysis of the Disconnection Between Urban Schools and Science Education

Elliott

Lashley

2017

SSLEJ

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This study focused on reasons why Science in Urban School Districts has been poorly received, and identified appropriate strategies necessary to help learners become confident in gaining better understanding in Chemistry. A high percentage of our students' have failed to achieve passing grades on the statewide Chemistry Examination. This research described several obstacles that contribute to students' poor performances in Chemistry. Based on the findings from Clara Barton and Paul Robeson High Schools, adequate professional development and collaboration of human resources are key ingredients for dissolving the misconception of Chemistry awareness among our students. The action plan focused on: (1) improving students' achievement on the Statewide Chemistry Regents Examination (2) providing teachers' opportunities to implement monitor and evaluate new teaching practices (3) developing Chemistry workshops to increase collaboration and collegiality between principals, assistant principals, coaches, teachers and specialist from the district office. This plan was primarily aimed on having Chemistry teachers, reexamine their teaching styles and determine appropriate methods that will support students understanding of Chemistry better. This was accomplished via teachers sharing common prep time to conduct planning, assessment and decoding the Chemistry curriculum in order to eliminate irrelevant topics by aligning it with previous Chemistry Regents Examination also Science coaches will demonstrate best methods of teaching different Chemistry concepts.

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“…"Without doubt, teaching and learning science pose many challenges even in the best of circumstances" (Tobin, Roth, & Zimmermann, 2001 p.941). These challenges increase in number and intensity in those urban schools that deal with inadequate funding, teacher shortage, lack of resources, and a high proportion of students from conditions of poverty (Tobin, Seiler, & Walls, 1999).…”

Section: Introductionmentioning

confidence: 99%

International Education Studies, Vol.1, No.2, May 2008

IES¹

2008

IES

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Reproduction of social class in the teaching and learning of science in urban high schools

Cited by 62 publications

References 10 publications

Expression of emotions and physiological changes during teaching

Expression of emotions and physiological changes during teaching

An Analysis of the Disconnection Between Urban Schools and Science Education

International Education Studies, Vol.1, No.2, May 2008

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