Subject-Matter Experts in Urban Schools
Journeys of Enacted Identities in Science and Mathematics Classrooms
Bibliographic Data
| ID | 10856128 |
|---|---|
| Authors | Li Ye (0000-0003-0401-5691, University of Illinois at Chicago, IL, USA, corresponding author), Maria Varelas (0000-0001-8212-2674, University of Illinois at Chicago, IL, USA), Raphael Guajardo (University of Illinois at Chicago, IL, USA) |
| Year | 2011 |
| Volume | 46 |
| Issue | 4 |
| Pages | 845-879 |
| Publication date | 2011-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085911399930 |
| OpenAlex | W2146800163 |
| Language | EN |
| Citations received | 7 |
| References cited | 32 |
This study explored how two mathematics/science subject-matter experts (Fellows) conceptualized urban classrooms and the students they worked with for a year, how they negotiated academic achievement with cultural and sociopolitical competence, and how their identities as educators were co-constructed and enacted. Using grounded theory, Fellows’ weekly journals were analyzed using Ladson-Billing’s three tenets of culturally relevant pedagogy. The Fellows’ journeys point to the formation and presence of a prevalent tenet in their identities as urban educators, to the difficulty of integrating all three tenets, and to the tensions that educators experience as they try to become sociopolitically critical
Competence (human resources) · Cultural competence · Curriculum · Grounded theory · Mathematics education · Pedagogy · Qualitative research · Social science · Sociology · Subject (documents) · Subject matter · Educational Environments and Student Outcomes · Educator Training and Historical Pedagogy · Psychology · Social Psychology · Teacher Education and Leadership Studies
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Multiplying inequalities
The Discovery of Grounded Theory
Mathematics Success and Failure Among African-American Youth
Blacked Out
Funds of knowledge and discourses and hybrid space
Multicultural teacher education for the 21st century
Teacher Quality and Student Achievement
The Discovery of Grounded Theory
Enacting a Culturally Responsive Curriculum in a Novice Teacher's Classroom
Preservice Teachers’ Learning about Cultural and Racial Diversity
Changing Preservice Teacher Perceptions of Minority Schools
Warm Demander Pedagogy
Identity matters
Preparing Culturally Responsive Teachers
Star Teachers of Children in Poverty
The Constant Comparative Method of Qualitative Analysis
| Unique citing works | 7 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2012 - 2021 (10) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |