Rachelle P Tsachor
Biographic Data
| ID | 9512372 |
|---|---|
| NAME | Rachelle P Tsachor |
| GIVEN NAMES | Rachelle P |
| FAMILY NAME | Tsachor |
| SIGNATURE | TSACHOR R P |
| AFFILIATIONS | University of Illinois Chicago Chicago Illinois USA |
| ORCID | 0000-0002-9640-2770 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
“You Get to Move Around Which in Science You Cannot Do”
A growing interest in leveraging the arts, and particularly the performing arts, to disrupt prevailing paradigms in science education that uphold the mind–body divide and privilege the mind and thinking over the body and feeling, and to create engaging and meaningful learning experiences, has led to a school–university/research–practice partnership to design and study ways to strengthen science learning by engaging in science theatre. In this ins…
Latinx students embodying justice‐centered science
Children are often denied science education that engages their emotions and multiple identities. This study focused on ways in which embodied arts‐based experiences offer opportunities for such engagement in pedagogical efforts associated with justice‐centered science. The conceptual framework that informed the study considers the body as a site of learning, embraces social justice in science education and engages with the dialectical relationshi…
“Science theatre makes you good at science”
School science continues to alienate students identifying with nondominant, non‐western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making …
No prominent works on this page.
“Science theatre makes you good at science”
School science continues to alienate students identifying with nondominant, non‐western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making …
Latinx students embodying justice‐centered science
Children are often denied science education that engages their emotions and multiple identities. This study focused on ways in which embodied arts‐based experiences offer opportunities for such engagement in pedagogical efforts associated with justice‐centered science. The conceptual framework that informed the study considers the body as a site of learning, embraces social justice in science education and engages with the dialectical relationshi…
“You Get to Move Around Which in Science You Cannot Do”
A growing interest in leveraging the arts, and particularly the performing arts, to disrupt prevailing paradigms in science education that uphold the mind–body divide and privilege the mind and thinking over the body and feeling, and to create engaging and meaningful learning experiences, has led to a school–university/research–practice partnership to design and study ways to strengthen science learning by engaging in science theatre. In this ins…
Science education (3 works) · Aesthetics (2 works) · Art Education and Development (2 works) · Educational Environments and Student Outcomes (2 works) · Embodied cognition (2 works) · Epistemology (2 works) · Identity (music) (2 works) · Pedagogy (2 works) · Psychology (2 works) · Science Education and Pedagogy (2 works)