000			01516nab a2200229 4500
999			_c11051 _d11051
003			OSt
005			20201216170930.0
007			cr aa aaaaa
008			201216b ||||| |||| 00| 0 eng d
100			_a Wright, Christopher G. _934594
245			_aConstructing a Collaborative Critique-Learning Environment for Exploring Science Through Improvisational Performance
260			_bSage, _c2019.
300			_aVol 54, Issue 9, 2019(1319-1348 p. )
520			_aThis exploratory design experiment investigates Black male youth’s participation in a science-learning environment designed to conceptualize the practice of critique as improvisational performance. The research highlights the young men’s deployment of a linguistic practice, signifying, used to co-construct and enact the practice of collaborative critique. Implications include calling for the continued reimagining of teaching and learning science within urban contexts, including the need for educators to develop the required skills for recognizing and building upon students’ potential resources. The theoretical and pedagogical choices incorporated in this study contrasts often-utilized discourses of deficiency associated with science education in urban contexts.
650			_alanguage, _934090
650			_ascience, _934595
650			_arepresentations, _934596
650			_aAfrican American students, _934149
650			_aurban education _934597
773	0		_010959 _915474 _dSage, 2019. _tUrban education
942			_2ddc _cART