Few studies have focused on understanding how teaching and learning in classrooms are mediated by other dimensions of the organizational systems of which education is an integral part. Our 7-year ethnographic study of an urban high school shows how time and temporality constitute key practical and theoretical resources to the actors in the…

A teacher describes his first year teaching science in an urban school and the process of co-teaching with other teachers and student "consultants" that helped him relearn to teach and deal with the subculture he encountered. (SK)

Examines the difficulties of engaging students who lack motivation to learn and attend sporadically in an urban high school science class. Contains 17 references. (Author/WRM)

I present theory and research associated with learning to teach science in inner city high schools on the east coast of the United States. I use theories from cultural sociology as a framework to explore how coteaching is enacted in a science teacher education program in which coteachers collaborate with high school students in cogenerative…

Over the past 7 years the authors have been involved in the development of a new model for the education of science teachers that has the potential to address teacher education in challenging urban settings characterized by problems such as teacher turnover and retention, low job satisfaction, and contradictions arising from cultural and ethnic…