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Identity, Agency, and the Internal Conversations of Science and Math Teachers Implementing Instructional Reforms in High-Need Urban Schools
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Olitsky, Stacy – Cultural Studies of Science Education, 2021
This qualitative study investigates the processes by which science and math teachers in high-need, urban schools develop a sense of professional identity, agency, and group membership in the context of instructional reform. Focusing on the experiences of two teachers, the paper explores both obstacles and affordances that teachers encounter when…
Descriptors: Science Teachers, Mathematics Teachers, Program Implementation, Disadvantaged Schools