Education Studies

This case study describes a biology teacher who comes to see her European-American racial identity as mediating her attempts to counsel Mexican-American students to pursue further science education. The teacher's journey to this understanding involves reflection on the structure of the science curriculum, on her personal history, and dwelling on uncomfortable feelings that contain kernels of insight that eventually grow into deeper understanding. The authors consider the whole of this process, and not just some specific conclusion that can be represented in form of summary propositions, to be the content of the practical knowledge the case study conveys. To represent this kind of knowledge adequately, this case study uses a "sonata-form" that has been introduced and explained in other articles. To this it adds the innovation of side notes, a system of notation designed to connect teachers' narratives with research from outside their experience without suggesting that teachers' experience is derivative of that research. Theoretical Preface Among the most interesting and pressing problems facing the field of contemporary teacher education research is the challenge of developing widely shared modes of representing teachers' practical knowledge. The past two

The practical knowledge that enables good teaching has emerged over the past decade as an area of critical interest to educational researchers. This article reports on insights gathered during a series of teacher practical knowledge research projects that took place over a 10-year period with more than 40 teacher interns and experienced teachers. The groups were convened for the purpose of critiquing and refining the concept of pedagogical content knowledge. One practice that became a focus of inquiry in these groups was the tailoring of pedagogical representations to influence students' emotional response to some specific aspect of the subject matter being taught. This practice was named emotional scaffolding. Several examples of emotional scaffolding are provided and a typology of approaches to emotional scaffolding is offered. Possible implications for teacher knowledge theory and teacher education curriculum are explored.

This case study illustrates and analyzes the tension an ESL science teacher encountered when his science curriculum came into conflict with the religious and cos-mological beliefs of one of his Hmong immigrant students. A Hmong immigrant himself, the teacher believes the science he is teaching is important for all his students to learn. He also understands how his science curriculum can be one part of an array of cultural forces that are adversely affecting the Hmong community. The case study examines this tension, but does not resolve it. Instead, the study explores the knowledge the teacher draws upon to respond to the tension in a caring and constructive manner. This knowledge includes the teacher's understanding of science and pedagogy. It also includes his understanding of Hmong history, which enables him to hear what his science curriculum means to one of his students. The case study concludes that teachers need some knowledge of the history of students' specific cultural groups in order to teach science well to all students. This case study was one of seven produced by the Fresno Science Education Equity Teacher Research Project. It uses a special format, a "sonata-form case study," to highlight tensions between specific curricular imperatives and meeting broader student needs. The study is based on real experiences, and employs composite characters and fictionalized dialogue to make its conceptual point. A theoretical preface explaining the methods of research and the modes of representation used in the Fresno Project is included. THEORETICAL PREFACE The following case study offers a variation on contemporary approaches to researching and representing teachers' practical knowledge about their

Over the past twenty-five years a research movement has emerged that seeks to bridge the gap between educational theory and practice by taking seriously the intellectual dimension of the practical work of teaching. This work includes, but is not limited to, research on teachers' practical knowledge, craft knowledge, personal practical knowledge, and wisdom of practice, as well as teacher research, action research , and the scholarship of teaching.' Researchers contributing to this literature ask questions about the content, production, epistemology, and representation of teachers' practical knowledge. 2 In a short span of time this movement has made a lasting impact on teacher education research and practice.' Teachers are increasingly seen as professionals who must be prepared to be reflective practitioners, who engage in inquiry that informs their teaching practice, and who occasionally publish original research on their teaching that can inform other teachers' practice. There is considerable diversity within this new area of educational scholarship. Differences of opinion exist about the epistemological and ideological frameworks appropriate for research on the work of teaching, about the content of teacher knowledge, and about who most appropriately should produce research on

The authors document and analyze the nature and content of the knowledge that enables academic advisors to provide culturally responsive service to African-American students. Their findings suggest that there is a complex grounding for this type of service, one that goes beyond simply sharing racial identity with students. Specifically, they suggest that knowledge of the discourses about education in students' communities of origin, discourses often based on collective experience, are a valuable resource to educators in their efforts to promote educational equity for African-American students. The resulting conception of student service has specific implications for educational practice and policy concerning targeted hiring practices, professional development for all educators, and higher education policy makers in general. The clock on my computer screen reads 4:40 p.m., promising that the workday is almost over. A steady stream of students has been in and out of my office, scheduling classes and making preparations for the upcoming semester. I rub my eyes, which have hazed over from staring at my monitor for four hours, making grade point average calculations and graduation projections for over 20 unnerved seniors.

The last four decades have seen a reflexive turn in the qualitative social sciences, an increased self-consciousness about the culturally contingent nature of our methods of representing human experience. This has given rise to a wave of experimentation in social science writing. Scholars have sought to develop research that does not just describe the object of study but also deliberately transforms the subject of the reader. In recent years, however, there is a growing sentiment that the obduracy of social reality seems to have been underemphasized in much of this experimentation. This article examines the inquiry methods of turn-of-the-century social theorist and settlement house founder, Jane Addams. The paper identifies themes in Addams's approach to inquiry that was ahead of her time and relevant to this contemporary discussion. The paper argues that Addams has much to offer as an effort to develop a reflexively realist approach to social science inquiry.

This paper notes that there has been a relatively recent revision of the pragmatist philosophy canon, one that moves beyond a focus on epistemic and pedagogical theories, and locates pragmatism in a tradition of radical ontological theorizing and political action. This essay examines this revision for its relevance to the emerging materialist turn in qualitative research methodology. The essay focuses on two themes within contemporary and classical pragmatist philosophy: a reflexive realism and an ontology of the future. The methodological implications of these features are explored in detail. These implications are compared to poststructuralist conceptions of reflexivity that informed the last wave of qualitative research innovation and to the new materialism theories that are inspiring a new wave of methodological innovation. The most significant methodological implications of pragmatic philosophy are located in its ideas about the ontologically co-constituting relationship between inquiry practice and future possibilities.

The University of Oregon Teacher Education Program (UOTeach) was created in response to local grassroots protests that forced the University to create new courses and degrees with an emphasis on promoting equity, diversity, and justice in schools. This case study examines the way institutional support was made more readily available for changes that addressed racial and cultural dimensions of education justice, and less readily available for gender and sexuality-based justice in schools.

Critical race theory (CRT) was used to frame a study of the impact of racial resegregation on students in a public school district. Racism operated in the district at multiple ontological levels -such as interpersonal microaggressions, structural economic arrangements, and discursive processes. CRT provided a rationale for the interdisciplinary approach required to track these different manifestations of racism, while maintaining an emphasis on the material reality of racism. Having its origins in the field of law, however, CRT provided limited guidance for methodological decisions often required in a social scientific study. The author found posthumanist philosophy of science offered guidance for these decisions in a manner that complemented the philosophical and political commitments of CRT. This essay reflects on the advantages this combination of theories offers for the analysis of institutionalized racism. Illustrations are drawn from the study on school resegregation.

A multiplicity of paths and histories and the situatedness of time are also aspects of quantum temporality, which is not to suggest that (specific) quantum and (specific) indigenous approaches are identical or commensurate or have the same effect or stakes, but they do share in offering profound disruptions of the conception of homogenous empty time.

Agential realism-the idea that it makes sense to view the world as being composed of various forms of protean nonhuman agency-has been a topic of discussion for many social science scholars in recent years. This increase of interest in agent ontologies can be attributed to the new feminist materialist movement in the philosophy of science literature. However, agent ontologies also are found in Indigenous studies literature and in Peircean pragmatism. These latter sources are also a part of the current methodological conversation about nonhuman agency. This article explores the connections between agential realist philosophy and social science research that employs narrative forms of analysis and representation. The goal is to assist narrative researchers in avoiding oversimplification by tracing out different strands in these literatures and mapping out points of connection and disconnection in detail. Intersections that hold the promise of complementary development are highlighted.