Here’s the link to that lecture (mp3 format) that I mentioned today:

http://www.open2.net/freethinking/oulecture_2006.html

Thought you all might find it interesting, given that we’re moving down the spatial theory/geography road. More on Doreen Massey here:

http://en.wikipedia.org/wiki/Doreen_Massey_%28geographer%29

~Joe

These are “first stabs” at describing each of our core projects -the program, its priorities and the research goals for the work.  After 3 focused revisions, we will publish them with accompanying “stuff” on our website.

The 3 revisions?  What are these you might ask:

• April 14th at research group
• Trade and improve by April 28th  (everyone takes a different one)
• Original authors revise once more after April 28th meeting – adding any missing stuff

Alright, without further ado -

The following projects of the Get Real! Science research group share three overarching goals (first author: April):

(again first stab at these – would love to keep refining them)

1. Developing and promoting student-centered and socially-just pedagogies
2. Nurturing positive and critical science & science teacher identities
3. Nurturing reflective, critical and agentic voice in science and science education toward a vision of social justice

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Get Real! Science Teacher Preparation: Professional Identity Development for Agents of Change in Science Education (first author: Michael)

Overview: The  Get Real! Science program is the Teacher Education program at the Warner School designed to prepare reform-minded science teachers and science educators to be informed and effective agents of change. Embedded in the program are several unique field experiences designed to prepare Warner students to be the kind of educator who fosters student-centered learning by providing meaningful inquiry-based opportunities for the youth with whom we work. Our goal is to change how science teaching is done so that more children can be successful in learning and doing “real” science. This is accomplished by focusing on student learning by doing authentic science experiments and activities that are grounded in social-constructivist theory. We are learning how pre-service teachers make the monumental shift from traditional science teaching to reform-based science teacher through our research. By using professional identity development as a lens to understanding the stories that our pre-service teachers tell, we have been more fully able to understand how teachers take up reform-minded practices and develop as a science teacher committed to socially just and equitable science learning for all children.

Stuff we want to share:

• GRS Concise Lesson Plan Format
• Blogging Purpose & Assignment
• Link to Science Education paper – identity as a lens for professional learning
• Link to NOVA chapter – structure and design of GRS

Pictures and press:

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Blogging as Change – Transforming Science Education through New Media Literacies (first author: Liz)

Overview: Blogging has been used throughout the GRS program to support pre-service and in-service teachers’ identity development and learning. Blogging offers a virtual space for collaboration, participation, and distribution of knowledge and skills in service of a particular vision, while offering the potential for supporting identity development as reform minded science learners and educators. Using identity development and new media literacies as our theoretical lenses for viewing participation and recognition on the blogs, our research questions have included:

• How does blogging provide opportunities for social interaction?
• In what ways does blogging help support identity development as a reform-minded teacher?
• In what ways are blogs taken-up that offer unique opportunities for collaboration and participation?
• How does blogging offer a meaningful space for like-minded professional?

Stuff we want to share:

• Blogging as Change book
• All blogging pubs

Pictures and press:

********************

Spaces of Learning: A push to be more insistently spacial to better understand and capitalize on its power to shape learning, identities and lives (first author: April)

Overview: “Spaces of Learning” is a new research project for Get Real Science (2011-12), though the program implementation of this project has been a core part of what we do for as long as we have been in existence.   The foundation underlying the work we do in nurturing identity development involves a careful attention to and interaction with place – thoughtfully sequencing and scaffolding experiences with  “authentic science spaces,” virtual social spaces, and classroom spaces nurture positive and critical science and science teacher identities.  GRS involves youth from minority racial and low-SES class groups in doing”real”  science in both the community and the classroom (and, in the past through virtual spaces) where they collect data to answer culturally-relevant science questions.  GRS simultaneously involves practicing science teachers in teaching science through inquiry in these same spaces to intentionally offer them access to different learning and identity resources at particular stages of their development.  This year we will study these relationships between participants and their spaces to explore how they are mutually constituting one another.  Guiding research questions include:

• How do participants occupy, integrate and modify their spaces of learning?
• What evidence do participants demonstrate with respect to their “mobility” as a marker of agency or power?
• How do the various spaces of learning complement and constrain one another with respect to their relationships with learners?

Stuff we want to share:

Pictures and press:

********************

Belize – Field based science identity development & teaching in extremely unfamiliar environments (first author: Joe)

Overview:

Stuff we want to share:

Pictures and press:

********************

Science STARS (Sudents Tackling Authentic and Relevant Science)  (first author: Rachel)

Overview:

Stuff we want to share:

Pictures and press:

Hi All -

A big picture view of upcoming research group meetings and stuff – please correct any mistakes I’ve made:

March 17 – Joe & April will pitch main themes for Belize and STARS research (contents of poster elements) for feedback ; rest of time will be used to work.

March 24  – switched to March 23 (Wed) from 3:30-5pm in Goergen 110 (to be confirmed) – practice presentations for NARST (John, Pete, Ellen, Belize, STARS)

March 31 – meeting cancelled

April  7 – Liz and Michael and Jeremiah write together

April 14 – Welcome Newcomers to Research Group – social time

April 21 – Introduction to possible project, research and service opportunities for the summer including data collection (identity interviews, teacher debriefs, blogging); data analysis (blogging, STARS), project work (STANYS proposals, GRS web presence – blogging, spotlights, etc.), and service work (technology, supplies room).

April 28 – GRS RESEARCH GROUP PLANNING MEETING (the bold caps means it’s important – please come   )

May 5 – Joe and Michael present a discourse-focused observation protocol we might use for GRS – the ISIOP

May 12 – GRS Website – review & revise  (led by Joe)

GO TEAM GO!!!

• RACF $6500 grant for STARS
• Oliver’s request – can’t do it
• Admissions: 4 new doc students to join GRS research group
• Admissions: about 6-7 new masters students to join GRS 2010 cohort (all FT)

JOE

• Full draft of genealogy to David by tomorrow end-of-day – 2/25
• Comp 1  -started writing – will start this in earnest
• Belize case by next Thursday

MICHAEL

• Submit comp 1 by the end of day tomorrow – 2/25
• Writing groups: Tuesday (Comps)

AGENDA -

• Belize cases – Ben & Nina
• Papers
• Endnote libraries; google scholar; merging with Pages/word

Joe

• Interviews – connecting with Stacy; another great conversation Cailin
• Powerful experience in LA: trajectory; tom shadyak; sean carroll; conference running ideas; steve connell & saiku andrews (actors, poets); brian green – failure to engage wtih the wonder of the ideas)
• Bruno Latour – Joe will send us something for next week

• Application- pre-dissertation application; 1.5 pages what am I going to do for my dissertation – start application early, takes a lot of time
• RC – 2nd comp done by the end of the month; writing group on Saturday
• STARS reunion – Feb 17th and 18th – next Thursday (2-3:30pm).  Marshall & Jared will personally invite them. Video Game Group: 3 parts – a) co-constructing
• March 14 – copy to Chris Penders

Updates on Research

• Michael  – comps – fleshed out draft (clear intro);  presented in a strong story line; goal for next week – rsrb for initial submission for Connie for pilot study (Thursday evening, click send); Monday, 2/21 – send in the comp; Tuesday 2/22 -work on second comp – and will ponder.
• Rach – “yea me!” – random stuff; Wed – needs some down time; comp 2 draft done – currently has 8 pages with no consistent flow – needs big blocks of time – might send a couple paragraphs to separate and talk about different things; playing out and committing to “categories/themes”
• Liz – rewriting comp 3 (methods) – got a ton done; get to library at 5:15am stop at 11am. Comp will be complete next Wednesday; edit on Thursday; submit 2/21.
• Joe – RSRB approved (exempt) for pilot study. Project starts next week. “Discourse” publication with Hursh. Went through outline, and is going to start writing comp by Thursday; rough draft to david in 2 weeks – methods section is coming together. Reviewed manuscript last week.
• STARS: broker of scientific practice and language (Ana);
• Belize: three people – stepping through story-telling

AERA and NARST registration and travel arrangements are online now. Let’s discuss coordination of this on the 10th.

Writing – 9am – noon Saturday’s – Michael went.

Data surfing Saturday on the Belize data was fruitful.

Reading for following week (2/10): Studying Side by Side: Collaborative action ethnography in educational research by Fred Erickson (2006)

Research Updates:

• Jeremiah will post weekly updates in between meetings. Working on proposal  – by the 31st – revisit/refine the research questions – by 2/2 (Big picture goal March 10th:  outline of ch1 & written ch. 2) – 2/2: questions, outline (ch1), & chunks of literature review (ch2)
• Michael shared main themes from section 4 of comp 1  NEXT WEEK: Will complete first full draft of Comp 1 for submission on Feb 17 of final draft.
• Liz will share a table of critiques matched with efforts to address these (comp 3) – Read feedback; did “insert text boxes” for responses to critique – Next week -outline of comp 3 Outline of comp 3 done.
• Liz got feedback on conference proposal: teaching and learning with technology symposium in Ithaca. Will submit by Saturday.
• For next week: Rachel will write 5 pages on socio-cultural /identity stuff related to science literacie -Today: worked with group on working drafts of pre-dissertation fellowship application (due 2/5)!; for 2/10 – Will write 2 paragraphs of “figured worlds.”
• Joe  Today: had outline of comp 1 – brought copies of robust outline. Shared and received feedback.  Next week will have the genealogy methods section for feedback.
• Feb 10: Joe and April will share Belize “Capture Sheet” and our attempt at a code book; each member of the research team is writing an analytic memo.
• Rachel and Joe will share research questions for STARS

Reading for next week: Same as this week

Reading for following week (2/10): Studying Side by Side: Collaborative action ethnography in educational research by Fred Erickson (2006)

General Updates:

• Cultural Artifact Day – Liz (Foucault) – grandfather’s watch, travel cup, snow globe she got from HS graduation, my ipod – Wade Davis “Culture is not things; it is the blanket of ethics and morals that we wrap ourselves in.”
• Way to go Joe!  Schooling the World – extended conversations; Warner blog post
• Writing – 9am – noon Saturday’s
• UR Pre-College Education in Physics program (July) -  PREP – free for 9th and 10th grade girls – can you say STARS?!?!?
• I’m not here next Thursday (Summit on Science, Education & Entertainment in LA) – who will facilitate?  Keep it going! – Michael will.
• Tomorrow – workshop for faculty – not sure what’s gonna happen? – 5 minutes discussion (Transparency in the class – rubrics, formative; Backward design & curriculum;  Expect all to succeed)  – combine – make it explicit
• Liz – join professional organizations? YES!!  Go YOU!!  AERA & NCTE and submitted proposposals to 2 different conferences.
• Jeremiah – help with retrieval from your audio recorders??
• Informal birthday bash – reminds me just how much fun we have together!!  THANK YOU ALL who could and those who could not come!

http://schoolingtheworld.org/

Research Updates:

• Jeremiah will post weekly updates in between meetings. Working on proposal  – by the 31st – revisit/refine the research questions – by 2/2 (Big picture goal March 10th:  outline of ch1 & written ch. 2) – 2/2: questions, outline (ch1), & chucks of literature review (ch2)
  
• Michael will share main themes from section 3 of comp 1 (challenges of reform-based teaching) – A) overcoming apprenticeship of observation -> (shift in thinking) -> B) challenges of reform (conceptual, pedagogical, cultural & political)  & C) community.  NEXT WEEK: section 4 of comp 1 (supports)
  
• Liz will share a table of critiques matched with efforts to address these (comp 3) – Read feedback; did “insert text boxes” for responses to critique – Next week -outline of comp 3
  
• Rachel will write 5 pages on socio-cultural /identity stuff related to science literacie -going to write working drafts of pre-dissertation fellowship application (due 2/5)!; submitting syllabus of women in science course for Susan B. Anthony (due 2/15) and 2 paragraphs of “figured worlds.”
  
• Joe will share the methods section of his genealogy – still under construction – not in logical flow – mitchill dean (governmentality); foucault – document – implementation framework for united nations education for sustainable development - FEB 2 – has outline of comp 1 – will bring copies of more robust outline
  
• Joe and April will share Belize “Capture Sheet” and our attempt at a code book
• Rachel and Joe will sharer research questions for STARS

Erickson’s class:

My thoughts about main points:

• Lots of time & disciplined subjectivity
• Domestic versus exotica – needs for domestica; combinations of the 2
• Qualitative (kinds of things) versus quantitative (counts)

Hanging out last Monday night:

Reading for today: Erickson (2010) Classroom Ethnography.

Reading for next week: Erickson (2010).  A history of qualitative inquiry in social and educational research to appear in Handbook of Qualitative Research, 4th edition.

General updates:

• Summit on Science, Education & Entertainment (Feb 3)
• Book update
• Next Friday – workshop for faculty
• Schooling the World – Jan 25th (Joe)
• STARS reunion on 2/17
• What else?
• Liz needs to join AERA, NCTE -

Research Updates – What did you promise? How did you do?  What’s for next week?:

• Michael – Comp 1? making progress – will be done with final section “Challenges of Reform-based Teaching” (let me know if you need Edelson, 1999; Settlage & Meadows, 2002), will re-read the rest of it,  and will share highlights of writing with us.
• Liz – Working on comp 3. Goal for next week is to look at all the comments, read them and come up with plan for how she will address.  Will bring table of concerns and ways to address.
• Rachel – Comp 2 (after 3 months away) – identity (Holland…), socio-cultural theory, feminism, and how these relate to science literacy – 5 pages minimum of identity and science literacy blended (next coming – feminism, race too?)
• Belize – “Capture Sheet” color-coded google doc – goal: code book by Saturday (10 ish total)
• STARS -  compiled Data Inventory; goal: Research Questions; Rachel will draft an interview protocol by next week; 2/17 reunion; 2/18 interview; will have photo page with reasons to follow each
• Joe – Comp1  – organizing into major discourse themes- will share those themes with us next week
• Joe – genealogy  – write methods for genealogy

Erickson – Intellectual foundation for “ethnography” – notes, reading, free-write &  sharing

Go team go!

I’m going to start the use of this blog again – let’s see if it is useful.

Our agenda:

Updates (2 minutes)

• New potential doc student (NML, science ed) is coming to town
• Noyce Leadership Seminar
• Jan 25, 7pm. Schooling the World – Please come!  (Joe’s running it! – contentious movie, expert panel) – Hoyt Auditorim
• Joe’s starting comps!
• School 19 – 4th grade violinsts
• Joe’s book review is being published in March – Ed Leadership – Joe will send it to us.

Decide about STARS reunion

• February 17 – 2-4pm: Personally invite pre-service teachers; reminders/announcements/etc.
  

• Update on research efforts – Belize / STARS / Others – what do we want to document? – Weekly reports from each of us on progress (10 minutes each: 3 minutes ventures & vexations; 5 minute discussion; 2 minute reaction/statement of commitments for nxt wk to be posted here) .

1. Belize – weekly mtgs for Brian, Joe and April; looking at proposals, reading Joe’s analytic memo; writing on google doc – focus of analysis (sub-questions; coding strategies; etc.); inventory of data (JH); research table (AL); & draft of schedule (AL)
2. STARS – weekly mtgs; ditto
3. Joe’s critique – spent writing workshop on Foucauldian genealogy- now its in an outline form; needs to read more about Foucault’s methods – will write a couple paragraphs by next week (need to rework a couple of claims – longer term)
4. Michael’s comp – Taking pieces and sections; matching up ideas with literature; doing it systematically; by next week will be done with comp 1 – lessons learned about the process
5. Liz’s comp – Where are you Liz?
6. Joe’s comp – weekly writing group nahoko & courtney; starting Monday’s – will be working on organized – will bring bubble map for research group

• Need a group shot – when will all be on campus?
• Suggestions for Jeremy – what should he read?
• Fred Erickson course – Day 1

Check out this blog!!  I so want to study it!  I might get the chance!!!

These are some of my favorites – we would (of course) buy the rights to the one we choose.

Remember, book title is:

Blogging as Change: Transforming Science & Math Education through New Media Literacies