Doreen Massey – Lecture and more – from Joe

Research group,

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

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



GRS Project Overviews – a work in progress

Hi All –

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


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:


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)


Stuff we want to share:

Pictures and press:


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


Stuff we want to share:

Pictures and press:

Research Group Timeline

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)


Feb 24 research group

Updates –

  • 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)


  • 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


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


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


Feb 10th – GRS research group


  • 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


Disciplined Subjectivity Part II

General Updates:

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

RG: Disciplined Subjectivity

Reading for today: A History of Qualitative Inquiry in Social & Educational Research by Frederick Erickson (Draft, 2/16/2010- do not quote or cite)

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!

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: