Type:

Other

Description:

The paper examines data collected from teaching an introductory college physics class offered at a public high school. Assessment of student achievement demonstrates that students are able to perform at a college level. Nonetheless this achievement is not recognized by the institutions supporting this experimental course. Analysis of detailed daily notes begins to answer why and how students are marginalized in this educational system. Particularly, three themes of structural, normative and epistemological discontinuity detail why these students or institutions fail.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

oai:nsdl.org:2200/20061003062912189T,Undergraduate (Lower Division),Higher Education,School Improvement,NSDL,High School,PERC 2003,Physics,human factors,educational courses,Ecology, Forestry and Agriculture,Education Practices,Geoscience,NSDL_SetSpec_439869,Vocational/Professional Development Education,epistemological discontinuity,educational institutions,Education,General Physics,Physics Education Research,Graduate/Professional

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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