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Becoming an Urban Physics and Math Teacher: Infinite by Beth A. Wassell, Ian Stith

By Beth A. Wassell, Ian Stith

This publication explores what occurs as starting city academics transition via their first few years within the lecture room. It captures one teacher's trip throughout the first 3 years of training technological know-how and arithmetic in a wide city district within the US. Combining narrative with serious research, the authors specialize in Ian's corporation as a starting instructor and discover his good fortune in operating with different scholars.

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Becoming an Urban Physics and Math Teacher: Infinite Potential (Science & Technology Education Library)

This e-book explores what occurs as starting city academics transition via their first few years within the school room. It captures one teacher's trip during the first 3 years of training technological know-how and arithmetic in a wide city district within the US. Combining narrative with severe research, the authors specialize in Ian's enterprise as a starting instructor and discover his luck in operating with diversified scholars.

Extra info for Becoming an Urban Physics and Math Teacher: Infinite Potential (Science & Technology Education Library)

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Over the past year, Ian had been a student in a graduate-level teacher preparation program. Ian was the perfect candidate for a study that investigated this transition for several reasons. First, he was a twenty-three-year-old White male who grew up in a middle-class suburb of Philadelphia, yet was dedicated to working with underprivileged, urban youth. Beth was very interested in the ways in which teachers form positive relationships with students across the lines of gender, race, socioeconomic status, and ethnicity, and how these relationships can promote enhanced learning for urban students.

We also describe Ian’s second experience with the centralized hiring and school selection process between his first and second years of teaching in this chapter. Against several institutional structures that Ian encounters in his first teaching position, we describe several means by which Ian’s agency as a first year math teacher at Leach Learning Academy, a magnet high school within the district. We first discuss the structural changes that Ian encounters in transitioning between City High School and Leach Learning Academy.

Bourdieu] believes that actions structure structure and structure structures action” (Horvat, 2003, p. 4). Bourdieu’s conception of an individual’s social interactions, or one’s practices, is linked to one’s habitus, or dispositions, ways of being, and tastes or preferences. Furthermore, “[t]he habitus is a mechanism by which individuals develop a sense of their place in the world and the availability or accessibility of a variety of social worlds” (p. 7). In considering these central ideas of our theoretical framework, it is also important to discuss fields as sites where forms of symbolic capital are exchanged.

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