Author Note: The opinions expressed in this article are solely those of the author and are not those of the Linking Food and the Environment Program (LiFE). The author thanks Isobel Contento, Ph.D., Teachers College, Columbia University, the PI of the LiFE Program, for her support.
Practicing Reform-Based Science Curriculum in an Urban Classroom: A Hispanic Elementary School Teacher's Thinking and Decisions
Version of Record online: 17 MAR 2010
2005 School Science and Mathematics Association
School Science and Mathematics
Volume 105, Issue 7, pages 343–351, November 2005
How to Cite
Upadhyay, B. R. (2005), Practicing Reform-Based Science Curriculum in an Urban Classroom: A Hispanic Elementary School Teacher's Thinking and Decisions. School Science and Mathematics, 105: 343–351. doi: 10.1111/j.1949-8594.2005.tb18053.x
The author thanks the anonymous reviewers for their valuable comments.
- Issue online: 17 MAR 2010
- Version of Record online: 17 MAR 2010
This study explores the thinking and decisions of Vera (pseudonym), a Hispanic elementary teacher, while she enacted a reform-based science curriculum in an urban school in the southern United States. Vera's thinking, decisions, experiences, and practices were documented over a 2-year period. Using the data collected from semistructured interviews, participant observations and classroom documents, a rich and complex case study of Vera is developed in this paper. This case study describes how Vera makes curricular choices from reform-based science curricula such as the LiFE curriculum; how she enacts those choices to empower poor urban minority students; how Vera believes that preparing students for the high-stakes test is empowering because it ensures continued schooling for students; how, for Vera, teaching connected science using students' lived experiences is a risky act; and how she uses negotiation in her science teaching.