References of "Siry, Christina 50003105"
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See detailNetworks of practice in science education research: A global context
Martin, Sonya, N.; Siry, Christina UL

in Journal of Research in Science Teaching (2011), 48(6), 592-623

In this paper, we employ cultural sociology and Braj Kachru’s model of World Englishes as theoretical and analytical tools for considering English as a form of capital necessary for widely disseminating ... [more ▼]

In this paper, we employ cultural sociology and Braj Kachru’s model of World Englishes as theoretical and analytical tools for considering English as a form of capital necessary for widely disseminating research findings from local networks of practice to the greater science education research community. We present a brief analysis of recent authorship in top-tier science journals to demonstrate the salience of English language dominance as an issue in our field and we share narrative reflections from eleven international science education researchers offering perspectives from the field about the challenges faced by researchers in local and global contexts. Using an interpretive research stance, we discuss these narrative reflections to illuminate the role of personal and collective responsibility of individuals, organizations and institutions within local social networks of practice to recognize the relationship between capital, power, and equitable participation within a global science education research community. We conclude by discussing some existing structures within local networks of practice that relegate some members of the community to peripheral participatory roles in the global community and we suggest new structures to support individuals to more equitably contribute to the production of knowledge in the field of science education in ways that benefit not only individuals, but the also the global science education community. [less ▲]

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See detailCultures in the making: An examination of the ethical and methodological implications of collaborative research
Siry, Christina UL; Ali-Khan, Carolyne; Zuss, Mark

in Forum: Qualitative Sozialforschung (2011), 12(2), 24

This paper explores ethical and methodological implications of collaborative research, and we discuss our examination of ways to work towards participatory, ethical relationships in research. Our core ... [more ▼]

This paper explores ethical and methodological implications of collaborative research, and we discuss our examination of ways to work towards participatory, ethical relationships in research. Our core concerns pertain to the experiential, lived and qualitative relations within emergent research communities. Questions that have guided us include: What does ‘we’ mean in research practice? How do we become a community of researchers? What forms of relations are shaped in the continuous process of inquiry? Whose interests are served? How can a community of researchers and their participants, formed and sustained by reciprocal, ethical relations, of trust, shared knowledges, curiosity and friendship, emerge? Key to approaching these is examining the contingent epistemological goals of research. We discuss four essential elements in the ethical qualities of research as a community of practice that stand out for "us." [less ▲]

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See detailEmphasizing collaborative practices in learning to teach: Coteaching and cogenerative dialogue in a field-based methods course.
Siry, Christina UL

in Teaching Education (2011), 22(1), 91-101

This manuscript details a field-based methods course for preservice teachers that has been designed to integrate shared teaching experiences in elementary classrooms with ongoing critical dialogues with a ... [more ▼]

This manuscript details a field-based methods course for preservice teachers that has been designed to integrate shared teaching experiences in elementary classrooms with ongoing critical dialogues with a focus on highlighting the complexities of teaching. I describe the structure of the course and explore the use of coteaching and cogenerative dialogue as approaches to learning how to teach. Vignettes that typify experiences in this course are analyzed, and two main findings explored. First, coteaching provided critical support to preservice teachers as they taught their first lessons to children. Second, cogenerative dialogues mediated reflexive dialogue around the complexities of teaching, and provided for participants a foundation to examine their epistemological assumptions. It is argued that at a time of increasing segmentation of teacher education, teacher educators need to support dialogic, multi-perspectival approaches that emphasize the complex nature of teaching and learning in elementary classrooms. [less ▲]

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See detailWriting we: Collaborative text in educational research
Siry, Christina UL; Ali-Khan, Carolyne

in Malott, Curry; Portfilio, Bradley, J. (Eds.) Critical pedagogy in the 21st century (2011)

In this chapter we examine the critical possibilities of collaborative writing, as multiple layers of <br />voices intertwine to produce and understand collaborative authorship. We seek to challenge the ... [more ▼]

In this chapter we examine the critical possibilities of collaborative writing, as multiple layers of <br />voices intertwine to produce and understand collaborative authorship. We seek to challenge the <br />politics and epistemological assumptions of the do-your-own-work mentality pervasive throughout education. Through a theoretical, methodological and ethnographically thick exploration of collaboratively produced text, we offer a different paradigm for understanding and producing knowledge. Cowriting is examined as an unfolding, polyvocal, and necessarily <br />multifaceted journey toward a new critical pedagogy of working “with.” [less ▲]

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See detail“Working with” as a methodological stance: Collaborating with students in teaching, writing, and research
Siry, Christina UL; Zawatski, Elizabeth

in International Journal of Qualitative Studies in Education : QSE (2011), 24(3), 343-361

Using critical ethnography guided by cultural sociology, this manuscript examines the role of “co” in teacher education; coresearching, coteaching, and cogenerating dialogue. The authors are a pre-service ... [more ▼]

Using critical ethnography guided by cultural sociology, this manuscript examines the role of “co” in teacher education; coresearching, coteaching, and cogenerating dialogue. The authors are a pre-service teacher and college instructor, and through our multiple perspectives and positionings we explore how collaboration served to dismantle teacher-student hierarchies and replaced them with complex relationships mediated by polysemic approaches to research. Pushing against traditional ideologies, we utilize a multi-voiced approach to writing as we present our experiences and interpretations of data relative to the possibilities of collaboration in education and research. As we analyze our role in collaborative endeavors, we ask: How can we find ways to work across and around hierarchical institutional structures when working with our students? What are ways that we can examine our individual lived experiences together, and is it possible to work with each other to develop identities as teachers that are not predicated on power differentials? [less ▲]

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See detailScience and language in a multlingual context
Vlassis, Joëlle UL; Siry, Christina UL

Scientific Conference (2011)

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See detailStrategies for linking language and science
Vlassis, Joëlle UL; Siry, Christina UL

Scientific Conference (2011)

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See detailPCBs
Siry, Christina UL

in Mulvaney, Dustin; Robbins, Paul (Eds.) Green Politics: An A-to-Z Guide (2010)

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See detailReconceptualizing the relationship between universities and schools: a dialectic and polysemic approach
Fellner, Gene; Siry, Christina UL

in Cultural Studies of Science Education (2010), 5(3), 775-785

This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in ... [more ▼]

This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We discuss the importance of transforming university structures that envision service as less important than “scholarship” and “teaching” while mediating hierarchical ideas of what “service” entails. We share a dialectical view of social life and an ethical stance that values polysemy and polyphony both in research and in our daily interactions. Here we employ a dialectical lens that seeks multiple perspectives as we engage in a dialogue about these issues. [less ▲]

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See detailCoteaching in science education courses: Transforming teacher education through shared responsibility
Siry, Christina UL; Martin, Sonya; Baker, Shelley et al

in Murphy, Colette; Scantlebury, Kathryn (Eds.) Coteaching in international contexts: research and practice (2010)

This chapter focuses on the implementation of coteaching and cogenerative dialogue as foundational components in science teacher education courses. Our use of coteaching emphasizes sharing responsibility ... [more ▼]

This chapter focuses on the implementation of coteaching and cogenerative dialogue as foundational components in science teacher education courses. Our use of coteaching emphasizes sharing responsibility for teaching and learning science and science pedagogy with our students1. Cogenerative dialogues are conversations between classroom participants (teachers, students, researchers, etc.) to discuss classroom interactions and focus on improving teaching and learning. Coupled with coteaching, they serve as both a method for learning how to teach, as well as a methodological approach to learn about teaching. In this chapter we present our pedagogical perspectives and explore our research into the use of coteaching and cogenerative dialogues as an approach to teacher education courses. We have implemented this approach to counter the increasing trend towards the deprofessionalization of teachers, both at the K-12 and university levels. As we detail the development of our courses over time, we provide insights into how our epistemological understandings about teaching and learning have evolved to include sharing responsibility for teaching and learning with our students and how this practice has, in turn, informed our praxis as teacher educators. Building from Freirian notions of dialogue and participatory education, we explore how coteaching and cogenerative dialogue can be utilized as a tool for engaging students in a theory generative pedagogical approach to learning about teaching. Specifically, we focus on how sharing responsibility with our students for the teaching and learning that occurs in our courses has the potential to not only transform science teacher education, but also K-12 science education. In the sections that follow, we describe what we characterize as the de-professionalization of teaching and introduce coteaching and cogenerative dialogue as an engaged pedagogical approach teacher educators can utilize to support new and in-service teachers to “push back” at policies and mandates that de-emphasize the decision-making powers of professional teachers. [less ▲]

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See detailForum: Science agency and structure across a lifespan. A dialogic response
Adams, Jennifer, D.; Siry, Christina UL; Dhingra, Koshi et al

in Roth, W-M; Tobin, K (Eds.) ReUniting Psychological and Sociological Perspectives (2010)

We are a group of science educators and researchers who are culturally diverse as well as diverse in our science teaching and learning experiences. We have worked with teachers and students from the ... [more ▼]

We are a group of science educators and researchers who are culturally diverse as well as diverse in our science teaching and learning experiences. We have worked with teachers and students from the elementary through the university level. In reading the four chapters in “Science agency and structure across the lifespan,” we draw on our experiences of researching and teaching in various formal and informal settings to ask critical questions about the importance of making science education a multi-contextual, pan-cultural endeavor. What follows is a dialogic response that explores the major themes that emerged for us in the four chapters. We asked ourselves questions to deepen our understanding about science teaching and learning in different contexts such as, what is the goal of formal learning spaces? How can we bring to the forefront teachers’ roles and agency in educational research? How can we use students’ and teachers’ individual life stories to create an inclusive learning community in the science classroom? What is the role of emotions in learning science? This writing approach allows us to share our individual perspectives while we build a collective understanding of connecting science teaching, learning and educational research across different contexts and lifeworlds. [less ▲]

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See detailEnvisioning polysemicity: Generating insights into the complexity of place-based research within contested space
Siry, Christina UL

in Tippins, Deborah J.; Mueller, Michael P.; van Eijck, Michiel (Eds.) et al Cultural studies and environmentalism: The confluence of EcoJustice, place-based (science) education, and indigenous knowledge systems (2010)

In “Implications of sense of place and place-based education for ecological integrity and cultural sustainability in contested places”, Steven Semken and Elizabeth Brandt explore the construct of place ... [more ▼]

In “Implications of sense of place and place-based education for ecological integrity and cultural sustainability in contested places”, Steven Semken and Elizabeth Brandt explore the construct of place, and suggest that place-based education can serve as a mutually advantageous transaction between people and place in contested areas. In this chapter, I extend the implications they have introduced and contend that a critical theoretical perspective is required in work with contested places and displaced peoples in order to recognize the multitude of complexities involved. Building from their work, I suggest using polyvocal and polysemic research in and around contested places as a means to acknowledge multidimensional intersubjective perspectives while also emphasizing connections to place. [less ▲]

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See detailBrothers
Siry, Christina UL; Siry, Liam

in Steinberg, Shirley R.; Kehler, Michael; Cornish, Lindsay (Eds.) Boy culture: An encyclopedia (2010)

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See detailCreating participatory discourse for teaching and research in early childhood science
Siry, Christina UL; Lang, Diane

in Journal of Science Teacher Education (2010), 21(1), 1-12

This paper presents the results of a study conducted with second grade students and pre-service teachers. This study examined the possibilities for engaging children in critical discourse about their ... [more ▼]

This paper presents the results of a study conducted with second grade students and pre-service teachers. This study examined the possibilities for engaging children in critical discourse about their classroom science experiences. At the heart of this discussion lies the desire to provide a space for teachers and children to develop relationships and to explore the learning of science together. Findings include: (1) on-going, focused, critical dialogue between children and teachers supported children in developing agency in the classroom, and (2) on-going conversations created the opportunity for children to reveal their ways of knowing and developing interpretations of the practice of science. [less ▲]

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See detailExpanding the field of science education: A conversation with Ken Tobin
Siry, Christina UL

in Eurasia Journal of Mathematics, Science and Technology Education (2009), 5(3), 197-208

This paper focuses on a conversation with Dr. Kenneth Tobin, which took place in June 2009 at The Graduate Center of the City University of New York (CUNY), where he is Presidential Professor in the Urban ... [more ▼]

This paper focuses on a conversation with Dr. Kenneth Tobin, which took place in June 2009 at The Graduate Center of the City University of New York (CUNY), where he is Presidential Professor in the Urban Education Program. Our purpose was to focus on Ken’s career in science education, and to discuss the past, present, and future of his research interests. During our conversation, we explored the various trajectories of his career, focusing on the ways in which his research has evolved through the years. Further, Ken shared his thoughts on the field of science education, and provided salient advice for early career scholars. This manuscript includes an introductory summary of Ken’s career achievements to this point, a record of our conversation (the audio-recording can be downloaded at the journal’s website) and a list of selected publications that highlight Ken’s key works. [less ▲]

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See detailConceptual change research and science education practice: A response from educators
Siry, Christina UL; Horowitz, G; Otulaja, F.S. et al

in Cultural Studies of Science Education (2008), 3(2), 451-470

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we ... [more ▼]

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consider the role of participants in the research process and contextual factors in conducting research on science conceptions, and draw implications for the teaching of science. [less ▲]

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See detailPreparing teachers to serve diverse learners: A PDS / full-service community school model
Ferrara, Joanne; Santiago, Eileen; Siry, Christina UL

in Guadarrama, Irma N.; Ramsey, John M.; Nath, Janice L. (Eds.) University and School Connections: Research Studies in Professional Development Schools (2008)

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See detailA nutritious field trip
Siry, Christina UL; Famiglietti, Jillian

in Journal of Nutrition Education and Behavior (2007), 39(3), 175-177

A class trip to the local grocery store is an engaging way to reinforce a unit on nutrition as students make connections between a real-life experience and their classroom learning. Research shows that ... [more ▼]

A class trip to the local grocery store is an engaging way to reinforce a unit on nutrition as students make connections between a real-life experience and their classroom learning. Research shows that students often remember a field trip well into adulthood and even recall specific exhibits and facts.1 and 2 Field trips generally bring to mind a trip to a museum, zoo, or nature center, but a field trip to a grocery store provides an opportunity for students to demonstrate their understanding of nutrition science and food choices. Research has shown that nutrition education programs can effectively improve the dietary behavior of children.3 and 4 Nutrition education in students’ elementary school experiences should focus on lessons that teach about the importance of choosing healthful food. This field trip can be connected to a unit in which students learn about food groups and ultimately work together to create a list of nutritious and healthful meal choices. It has been written for grade 3, but it can be adapted to meet the needs of older students. [less ▲]

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See detailPre-service teachers and classroom teachers learning together: A collaborative teacher education program
Ferrara, J; Siry, Christina UL

in Excelsior: Leadership in Teaching and Learning (2007), 1(2), 39-48

The field-based science methods course described in this paper uses a professional development school to enhance the professional practices of classroom teachers, pre-service teachers, and college faculty ... [more ▼]

The field-based science methods course described in this paper uses a professional development school to enhance the professional practices of classroom teachers, pre-service teachers, and college faculty alike. Participants work together to develop and teach inquiry-based science in a fourth-grade classroom. This article describes how participants are immersed in the teaching and learning of science. [less ▲]

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See detailTeaching with trade books: Wonderful, wiggly worms
Siry, Christina UL

in Science and Children (2006), 43(7), 14-16

The article presents information about teaching worm behavior in a science classroom with the help of books like "Wiggling Worms at Work," by Wendy Pfeffer and "Squirmy Wormy Composters," by Bobbie Kalman ... [more ▼]

The article presents information about teaching worm behavior in a science classroom with the help of books like "Wiggling Worms at Work," by Wendy Pfeffer and "Squirmy Wormy Composters," by Bobbie Kalman and Janine Schaub. While the former book helps students understand the role organisms play in an ecosystem, the latter provides reference materials that can be used by students in designing experiments. With the examination of worms' body structure and behavior, students gain an appreciation of the ecological importance of worms. Experimenting with living creature in the classroom, it is equally important to follow appropriate safety guidelines including washing hands before and after handling worms. One such K-3 grade experiment is to create a worm jar to observe the tunneling behavior of worms. [less ▲]

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