Negotiating Boundaries and Spaces: An Examination of the Process at Douglas Elementary

I suggest that these relationships and their impact on students' learning need to be understood in order to help students cultivate a rich, meaningful, and complete understanding of science and its purpose. The social structures of the classroom can be seen as a rhizomatic network of boundaries and spaces where ideas are contested and power is negotiated. I propose the theoretical framework of boundaries and spaces as a tool to help teachers make sense of the social interactions in the classroom and to help make meaningful pedagogical choices that allow for the interconnection of the social dynamics of the classroom and the social construct of science.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Burke, Christopher James Franklin

Contributors dc:contributor

• Margery D. Osborne

• Education, Elementary

Language dc:language

eng

Identifier

(MiAaPQ)AAI3030414

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79639