| Abstract |
This story focuses on Ms. Wallingdale (“Ms. W” as her students call her), a white, female, elementary teacher, and her fifteen Latinx and African American students in an urban emergent elementary school in the Southeast. In this case, we give a glimpse of how Ms. W guides everyday sensemaking in their learning community and strives to create genuine, equitableEquitable opportunities for her students to co-construct understanding. This kind of sensemaking is messy, leading to uncertainty and improvisation on the part of the teacher. This story raises questions about what exactly opening up spaceSpace for equitable sensemaking looks like and the kinds of pedagogicalPedagogy strategiesStrategies that can leverage students’ everyday ideas, experiences, and cultural resources while disrupting powerPower structures. |
| Authors |
Dearing Blankmann , Alison Mercier   , Heidi B. Carlone
|
| Journal Info |
Springer International Publishing | Navigating Elementary Science Teaching and Learning , pages: 267 - 273
|
| Publication Date |
1/1/2023 |
| ISSN |
2366-7680 |
Type |
book-chapter |
| Open Access |
closed
|
| DOI |
https://doi.org/10.1007/978-3-031-33418-4_50 |
| Keywords |
Teacher-Student Relationships (Score: 0.534453) , Teaching Strategies (Score: 0.524949) , Flipped Classroom (Score: 0.52478) , Classroom Environment (Score: 0.523068) , Pedagogic Change (Score: 0.518581)
|
