Teacher, Researcher, and Accountability Discourses: Creating Space for Democratic Science Teaching Practices in Middle Schools

Autor/inn/en	Buxton, Cory A.; Kayumova, Shakhnoza; Allexsaht-Snider, Martha
Titel	Teacher, Researcher, and Accountability Discourses: Creating Space for Democratic Science Teaching Practices in Middle Schools
Quelle	In: Democracy & Education, 21 (2013) 2, Artikel 2 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Accountability; Discourse Analysis; Educational Practices; Faculty Development; Democratic Values; Teacher Collaboration; Teaching Methods; Middle School Teachers; Science Teachers; Language Teachers; English (Second Language); Second Language Instruction; Science Instruction; Educational Research; Interviews; Teacher Attitudes; Summer Programs; English Language Learners; Second Language Learning; Program Descriptions; Georgia + Suchen Sie Ihr Suchwort? Verantwortung; Diskursanalyse; Bildungspraxis; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsforschung; Pädagogische Forschung; Interviewing; Interviewtechnik; Lehrerverhalten; Sommerkurs; Zweitsprachenerwerb
Abstract	This study explores the role of competing discourses that shape current practices in U.S. schools and how professional development efforts can support teachers and researchers in finding ways to reinsert more democratic processes into their collaborative work. We examine the case of one research and professional development project with the goal of supporting middle school science and ESOL teachers in fostering more meaningful science learning for all their students but especially their English language learners. Using Gee's notion of big-D discourses and Fairclough's notion of interdiscursivity, we trace how the Discourse of accountability, the Discourse of science teaching, and the Discourse of education research, each constructed by different stakeholders for different purposes, may become interdiscursive and hybridized through interaction over time. Excerpts from interviews and conversations with participants during the various components of our project highlight both the challenges and the possibilities of teachers retaining or regaining agency in their classrooms within and against the structures of the accountability Discourse. At the same time, we explore how our researcher Discourse also became hybridized in order to better work with a system where an undemocratic accountability Discourse continues to be dominant. (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10