Using transformative research to explore congruencies between science reform and urban schools
By: Ann E. Rivet
Published: 2006
Uploaded: 09/13/2006
Uploaded by: Pocket Masters
Pockets: Ann Rivet Collection, Mathematics, Science & Technology, Science Education, Teachers College Faculty, Teachers College Program Collections
Tags: classroom, Middle school, school, Science, transformative research, Urban


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Description/Abstract: The Urban Science Education Center at Teachers College, Columbia University is attempting to inform how science reforms are introduced to urban middle school classrooms. In our work we are exploring three levels of congruency necessary in order for new innovations to result in sustained reform in individual school settings. To explore these congruencies we use the framework of transformative research, which is research that while focused on generating new ideas also works to “transform” or improve the teaching and learning of science. This paper
describes our collaboration with one public middle school in New York City, using the concepts of congruencies to frame our efforts with the school as we collaboratively developed a projectbased school-wide science curriculum plan. Through this process we learned both about ways to consider innovative reforms in relation to this school setting, and more general characteristics of conducting transformative research with urban schools.