Abstract
After 12 years of teaching at the university level, Paul Jablon takes a full year to teach full-time at an urban high school, while also the science director. This experience allowed time to reexperience science teaching from three perspectives: (1) the teacher alone in the science classroom, (2) a supervisor trying to move everyone towards more effective and engaging methodologies, and (3) as an educator in a big traditional school where practices were not meeting the needs of a diverse population of students. It was a personal experience, a community building experience, and, unfortunately as always, a political experience. While there, he attempted to do much of what he had suggested, modeled, and simulated about teaching through inquiry in his methods courses. This chapter looks at what further insights he acquired about learning and teaching science within a community of learners and how it changed his practice as a teacher educator at a university.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ancess, J. (2000). The reciprocal influence of teacher learning, teaching practice, school restructuring, and student learning outcomes. Teachers College Record, 102(3), 590–619.
Ancess, J. (2003). Beating the odds: High school as communities of commitment. New York: Teachers College Press.
Ancess, J., & Darling-Hammond, L. (2000). Inching toward reform in New York City. Creating new schools: How small schools are changing American education. New York: Teachers College Press.
Bowma-Gerarhart, J. (2012). Reflections on a classroom managed through inquiry: Moving past “non-discipline”. Science Scope, 35(7), 12–15.
Cawelti, G. (1994). High school restructuring: A national study. Arlington: Educational Research Service.
Fine, M. (Ed.). (1994). Chartering urban school reform: Reflections on public high schools in the midst of change. New York: Teachers College Press.
Hantzopoulos, M., & Tyner-Mullings, A. R. (2012). Critical small schools. Beyond privatization in New York City urban educational reform. Charlotte: Information Age.
Hernandez, A. (1997). Pedagogy, democracy and feminism: Rethinking the public sphere. Albany: SUNY Press.
Jablon, P. C. (2002). Alignment of instruction with knowledge of student learning. In R. W. Bybee (Ed.), Learning science and the science of learning. Arlington: NSTA.
Jablon, P. C. (2003). The status of science education doctoral programs in the United States: The need for core knowledge and skills. Electronic Journal of Science Education. http://unr.edu/homepage/crowther/ejse/ejsev7n1.html
Jablon, P. C. (2012). An alternative research and science teacher preparation agenda for urban science education: An insider’s call for a focus on success. Journal of Science Teacher Education, 23(3), 221–231.
Jablon, P. C., & Born, T. (1993). An effective STS instructional model for urban at-risk students: Projects, peers, personalization, politics, and potpourri. The Bulletin of Science, Technology and Society, 13(3), 128–134 (Reprinted as a chapter in STS and urban minority students. Tempe: STS Project, 1993).
Kreisberg, S. (1992). Transforming power: Domination, empowerment, and education. Albany: SUNY Press.
National Research Council (NRC). (2000). Inquiry and the national science education standards: A guide for learning. Washington, DC: National Academy Press.
Sirin, S. R., Diemer, M. A., Jackson, L. R., Gonsalves, L., & Howell, A. (2004). Future aspirations of urban adolescents: A person-in-context model. International Journal of Qualitative Studies in Education, 17(3), 437–459.
Wechsler, H. S. (2001). Access to success in the urban high school: The middle college movement. New York: Ford Foundation.
Weiss, I. R. (1994). A profile of science and mathematics education in the United States. (ERIC Document Reproduction Service No. ED 382 461).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Jablon, P. (2014). Get Real! Walking the Walk to Inform Talking the Talk: Full-Time Teaching in an Urban High School. In: Dias, M., Eick, C., Brantley-Dias, L. (eds) Science Teacher Educators as K-12 Teachers. ASTE Series in Science Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6763-8_4
Download citation
DOI: https://doi.org/10.1007/978-94-007-6763-8_4
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-6762-1
Online ISBN: 978-94-007-6763-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)