Margery D Osborne
Biographic Data
| ID | 1584337 |
|---|---|
| NAME | Margery D Osborne |
| GIVEN NAMES | Margery D |
| FAMILY NAME | Osborne |
| SIGNATURE | OSBORNE M D |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 2 |
Understanding accountability from a microanalysis of power dynamics in a specialized STEM school
The central thesis of this article is that conceptualizations of accountability systems need to be more encompassing to accommodate the current diversity of school choice. This article examines an emerging type of school that specializes in advanced STEM (science, technology, engineering, and mathematics) curriculum for gifted and academically talented students. These schools, found in the US, parts of Southeast Asia, and Australia, are typically…
This Issue
Conflicts in Developing an Elementary STEM Magnet School
Elementary schools in the United States have been the terrain of a highly politicized push for improved reading and mathematics attainment, as well as calls for increased importance to be given to science, technology, engineering, and mathematics (STEM). With priorities placed on basic skills, however, instructional time in subjects such as science in the elementary years has been greatly diminished. We recount in this article the efforts of a sc…
Redesigning Pedagogy
Migrant worker children
In this paper the authors draw from interviews with young migrant workers to problematize the question “What is a home? ” The argument is made that once we acknowledge alternative images of “home ” and the values and priorities that follow, policies and services for migrant workers and their children might take different forms than are currently configured. Migrating, or becoming “homeless, ” is a choice these families make to maintain their fami…
Responsive science pedagogy in a democracy
W HEN I TAUGHT FIRST, SECOND, and third grade science in public school, each class contained a diverse set of children. In saying this I mean the sorts of diversity that teachers confront, differences in ability, affect, personality, gender, race, and class. Each child was also different in that each came to my classes as a little package of cultural experience. Each child came from a particular social/ cultural group of which their families were…
This issue
Migrant worker children
In this paper the authors draw from interviews with young migrant workers to problematize the question “What is a home? ” The argument is made that once we acknowledge alternative images of “home ” and the values and priorities that follow, policies and services for migrant workers and their children might take different forms than are currently configured. Migrating, or becoming “homeless, ” is a choice these families make to maintain their fami…
Understanding accountability from a microanalysis of power dynamics in a specialized STEM school
The central thesis of this article is that conceptualizations of accountability systems need to be more encompassing to accommodate the current diversity of school choice. This article examines an emerging type of school that specializes in advanced STEM (science, technology, engineering, and mathematics) curriculum for gifted and academically talented students. These schools, found in the US, parts of Southeast Asia, and Australia, are typically…
Conflicts in Developing an Elementary STEM Magnet School
Elementary schools in the United States have been the terrain of a highly politicized push for improved reading and mathematics attainment, as well as calls for increased importance to be given to science, technology, engineering, and mathematics (STEM). With priorities placed on basic skills, however, instructional time in subjects such as science in the elementary years has been greatly diminished. We recount in this article the efforts of a sc…
Responsive science pedagogy in a democracy
W HEN I TAUGHT FIRST, SECOND, and third grade science in public school, each class contained a diverse set of children. In saying this I mean the sorts of diversity that teachers confront, differences in ability, affect, personality, gender, race, and class. Each child was also different in that each came to my classes as a little package of cultural experience. Each child came from a particular social/ cultural group of which their families were…
Responsive science pedagogy in a democracy
W HEN I TAUGHT FIRST, SECOND, and third grade science in public school, each class contained a diverse set of children. In saying this I mean the sorts of diversity that teachers confront, differences in ability, affect, personality, gender, race, and class. Each child was also different in that each came to my classes as a little package of cultural experience. Each child came from a particular social/ cultural group of which their families were…
This issue
Migrant worker children
In this paper the authors draw from interviews with young migrant workers to problematize the question “What is a home? ” The argument is made that once we acknowledge alternative images of “home ” and the values and priorities that follow, policies and services for migrant workers and their children might take different forms than are currently configured. Migrating, or becoming “homeless, ” is a choice these families make to maintain their fami…
Redesigning Pedagogy
Understanding accountability from a microanalysis of power dynamics in a specialized STEM school
The central thesis of this article is that conceptualizations of accountability systems need to be more encompassing to accommodate the current diversity of school choice. This article examines an emerging type of school that specializes in advanced STEM (science, technology, engineering, and mathematics) curriculum for gifted and academically talented students. These schools, found in the US, parts of Southeast Asia, and Australia, are typically…
This Issue
Conflicts in Developing an Elementary STEM Magnet School
Elementary schools in the United States have been the terrain of a highly politicized push for improved reading and mathematics attainment, as well as calls for increased importance to be given to science, technology, engineering, and mathematics (STEM). With priorities placed on basic skills, however, instructional time in subjects such as science in the elementary years has been greatly diminished. We recount in this article the efforts of a sc…
Psychology (6 works) · Sociology (6 works) · Pedagogy (5 works) · Mathematics education (4 works) · Political science (3 works) · Diverse Educational Innovations Studies (2 works) · Diversity (politics (2 works) · Power (physics (2 works) · Social Psychology (2 works) · Social Psychology (2 works)