TABLE OF CONTENTS -- FOREWORD -- 1. BECOMING A SCIENCE TEACHER -- GROWING UP AS AN IMMIGRANT -- Wanting to fit in -- Housing patterns change the Bronx -- JUNIOR HIGH PORTENDS THE FUTURE OF EDUCATION IN THE BRONX -- A special high school experience -- The New York City teachers' strikes -- How the strike was relevant to my subsequent teaching experience -- My first day at Taft and beyond -- The culture of activism nurtured my own will to change my teaching practices -- New curriculum is invited -- The importance of the teacher-student alliance -- THE WAR ON POVERTY LEADS TO A DEFICIT PERSPECTIVE -- My career on Long Island begins -- Teacher observation as a structure -- Teaching methods today -- REFERENCES -- AUTHOR BIOGRAPHY -- 2. GLOBALIZATION, IMMIGRATION AND IDENTITY FORMATION

SCHOOL CONTEXT, SELF-DEFINITION, AGENCY AND THE DEVELOPMENT OF ASIAN INDIAN STUDENTS' IDENTITIES AS MODEL STUDENTS -- Defining self in the context of model minority -- Science teacher's perception -- Indian parent's perspective -- Identity cultivation -- DIALECTICAL RELATIONSHIP OF ACHIEVEMENT AND CULTURAL CAPITAL -- "STAYING AWAY" STRATEGY: MAINTAINING SOCIAL DISTANCE -- STRATEGY OF SILENCE AND ACCOMMODATION: SURVIVAL TECHNIQUES -- CONTRADICTIONS AND OPPOSITIONAL BEHAVIOR -- "COOL INDIAN" SYNDROME: AMERICANIZATION AND SUBTRACTIVE ASSIMILATION -- CONCLUSION -- REFERENCES -- AUTHOR BIOGRAPHY -- 4. SINGING A DIFFERENT TUNE: AN AUTO/ ETHNOGRAPHIC JOURNEY INTO AND OUT OF THE LAND OF EDUCATIONAL TECHNOLOGY -- A DIGITAL NATIVE IN A GUIDED-INSTRUCTION WORLD -- Revisiting the "revolving door" -- Carol's story -- FINDINGS -- Surveying the educational technology research landscape -- Change of context, change of tune -- TECHNOLOGY ON THE PERIPHERY -- CONCLUSION: SINGING A DIFFERENT TUNE -- NOTES -- REFERENCES -- AUTHOR BIOGRAPHY -- 5. UNRAVELING TECHNOLOGY USE IN URBAN SCHOOLS -- THE EMERGENT CRITICAL TEACHER -- CHALLENGES OF CRITICAL TEACHING -- TEACHERS AND TECHNOLOGY USE: A STARTING POINT FOR CRITICALITY -- CRITICAL TEACHER AND CRITICAL RESEARCHER -- MAKING SENSE: CRITICALITY AND TECHNOLOGY USE -- TEACHER RESEARCHER IN ACTION -- CONCLUSION -- REFERENCES -- AUTHOR BIOGRAPHY -- 6. PERFORMATORY SOCIAL THERAPEUTIC APPROACHES TO INTERNET-BASED COLLABORATION IN SCHOOLS -- WHAT'S POSSIBLE? -- THE SETTING -- TEACHER RESEARCHER AS A PERFORMER, AND REFLECTIVE PRACTITIONER -- BUILDING COLLABORATIVE LEARNING ENVIRONMENTS PART I -- Improv as intervention -- A NEW TRANSITION - PERFORMANCE OF A CLASS MEETING -- BECOMING LEADERS -- MOVEMENT TOWARD NEW LEADERSHIP AND NEW POSSIBILITIES -- AN EMOTIONAL LEARNING ENVIRONMENT -- INTEGRATED TECHNOLOGY.

LEARNING ABOUT THE NARRATIVE -- BUILDING COLLABORATIVE LEARNING ENVIRONMENTS PART II -- OUTCOMES: A REFLECTIVE TEACHING PRACTICE -- AXIOLOGY -- AREAS FOR FURTHER RESEARCH -- STUDENT PRODUCTION OF EDUCATIONAL CONTENT (SCIENCE AND MATH) -- INTERCONNECTING NEIGHBORHOODS AND SCHOOLS - BUILDING AUDIENCE -- REFERENCES -- AUTHOR BIOGRAPHY -- 7. COMIC BOOKS, TECHNOLOGY, AND DIALOGUE: ALTERNATIVE TOOLS FOR MEASURING ACHIEVEMENT IN A SPECIAL EDUCATION COMMUNITY -- SCIENTIFIC RESEARCH - INTERPRETATION OF TEST SCORES -- OVERVIEW OF CBRDG -- Participants and consent -- Location and time frame -- Instructional procedure -- DATA COLLECTION AND ANALYSIS -- Artifacts -- Trustworthiness and authenticity criteria -- TOOLS FOR ACCESSING AND MEASURING ABILITY -- Comic books -- TECHNOLOGY -- A COMMUNITY BRIDGED LITERACY AND TECHNOLOGY -- INTEGRATING TECHNOLOGY WITH LITERACY -- LITERACY COMPONENT: CREATIVE WRITING -- The technology component -- SUCCESS AS IT IS MEASURED THROUGH MY SOCIOCULTURAL FRAMEWORK -- ATTENDANCE -- APPLIED LEARNING - KNOWLEDGE IN ACTION -- ACHIEVEMENT -- PROMOTION - COMPLETED COMIC BOOKS -- INTERPRETING CBRDG'S MEMBERS LIVED EXPERIENCES -- CBRDG NOT A TRADITIONAL CLASSROOM -- CONCLUSION -- REFERENCES -- AUTHOR BIOGRAPHY -- 8. STIGMA, LD, AND PRIVILEGED HABITUS IN AN URBAN SETTING -- STANDPOINT STATEMENT -- THEORETICAL FRAMEWORKS -- THE ROLE OF LITERATURE IN THIS CHAPTER -- LD discourse -- Preliminary note on the interpretation of narrative -- THE SETTING AND THE ACTORS -- Chesed as a field of struggle -- Perfect combatants? -- The contradiction of Elliott -- A brief narrative Simon's years at Chesed -- COMBAT, DEFEAT, AND TRANSFORMATION -- The roots of Elizabeth's competitive verve -- The Ivy League denied -- Shame as motivation -- ALIENATION, REEVALUATION, AND TRANSFORMATION -- Disparaging mainstream private school parents.

CLASS AND PARENTAL EXPECTATIONS -- Irony, bitterness, and righteousness -- Disheartened, aggrieved, and condescending -- PREJUDICE -- DIFFERENCE, DISABILITY, AND SOCIETY -- TRANSFORMATION -- Embracing the competitive yet rejecting the competitive mother within -- INVESTMENTS AND PROFITS -- AFTER CHESED -- MY TRANSFORMATION -- BENEFICENCE AND AUTHENTICITY -- REFERENCES -- AUTHOR BIOGRAPHY -- 9. MISINFORMATION AND ITS DISCONTENTS: CRITICAL PEDAGOGY AND THE CHALLENGES OF ISLAMOPHOBIA -- PUSHING THE CONTACT ZONE -- THEORY, METHOD, RATIONALE AND PIGS -- Pedagogy in an instrumental age -- A thirsting -- Interpreting the presence of pigs -- Next up: A peering differently -- Misinformation and its discontents -- CULTURAL AND MEDIA STUDIES -- Research polls -- Boy films and girl novels -- DIGGING IN THE DIRT -- Embodying an ideology, or not -- THE PRICE OF (DOING) NOTHING -- Not one of these bloody people (a small story) -- Not thriving (multiple stories) -- Crimes and bloodshed (countless untold stories) -- ASKING -- NOTES -- REFERENCES -- AUTHOR BIOGRAPHY -- 10. ENACTMENT OF CHEMISTRY KNOWLEDGE BY A HIGH SCHOOL STUDENT AT A SUMMER PROGRAM -- BACKGROUND -- DESIGN OF THE STUDY -- RESEARCH METHODS -- THE SUMMER PROGRAM -- ORCHARD HIGH SCHOOL -- KELLY -- THEORETICAL FRAMEWORK -- LEARNING AT THE SUMMER PROGRAM -- In the classroom -- In the lab -- In the tutoring session -- Kelly's Regents exam scores -- CONCLUSION -- REFERENCES -- AUTHOR BIOGRAPHY -- 11. TWENTY QUESTIONS ABOUT COGENERATIVE DIALOGUES -- QUESTIONS AND ANSWERS -- REFERENCES -- BIOGRAPHICAL SKETCH -- 12. TWENTY QUESTIONS ABOUT COTEACHING -- QUESTIONS AND ANSWERS -- BIBLIOGRAPHY -- Books -- Journal articles -- AUTHOR BIOGRAPHY -- 13. EMOTIONS AS MEDIATORS OF SCIENCE EDUCATION IN AN URBAN HIGH SCHOOL -- RESEARCH METHODS -- DATA ANALYSES -- INEFFECTIVE TEACHING CAN CREATE NEGATIVE EMOTIONAL CLIMATE.

WHY SO MANY TEACHERS? -- A NORMAL INTERACTION PATTERN -- TROUBLE BREWING -- POSITIVELY VALENCED EMOTIONAL CLIMATE -- RESPECT, TRUST AND SOLIDARITY -- ANGER AND DIALOGUE -- TAKING A STANCE -- THE ROAD AHEAD LOOKS PROMISING -- REFERENCES -- AUTHOR BIOGRAPHY -- 14. THE ROLE OF CULTURAL ALIGNMENT IN PRODUCING SUCCESS IN URBAN SCIENCE EDUCATION -- THE CHALLENGES OF TEACHING IN DIVERSE URBAN SCHOOLS -- The school -- My experience as a science teacher -- The class -- FROM PRACTICE TO RESEARCH -- Cogenerative dialogue and cultural misalignment -- Selection of participants -- METHODS -- Dialectical dynamics -- Data sources -- THE WATER FIGHT -- THE ROLE OF PEER DEBRIEFING -- RESTRUCTURING COGENERATIVE DIALOGUE: ONE-ON-ONE COGEN -- One-on-one cogen with Steve -- One-on-one cogen with Star -- GROUP COGEN -- THE POTENTIAL OF COGEN -- REFERENCES -- AUTHOR BIOGRAPHY -- 15. TEACHING IN CONTEXTS AND COMPLEXITES: USING COGENERATIVE DIALOGUES AS AN INTEGRATED COLLABORATIVE APPROACH -- ARRANGING THE AUTOBIOGRAPHICAL LANDSCAPE: COMMITMENTS, DECISIONS AND DEPARTURES -- LEARNING ABOUT COGEN, CASE STUDIES AND POGIL WHILE BECOMING COLLEAGUES AND CO-RESEARCHERS (WESLEY PITTS) -- LEARNING TO TEACH DAY-TO-DAY IN AN URBAN COMMUNITY COLLEGE (SHARON MILLER) -- STUDENTS ARE GOOD AT STARTING COGEN -- STORYTELLING MAKES FOR GOOD CASE STUDY TEACHING -- COGEN CAN BE HARD TO SELL…BUT IT DOES!! -- Fetal pig dissection -- CONSIDERING EMERGENT CONTEXTS AND GOALS -- LEARNING TO TEACH IN THE PROCESS OF PRACTICE (ANNABEL D'SOUZA) -- LEARNING TO TEACH SUCCESSFULLY WITH POGIL AND COGEN -- A PATHWAY TO SOLIDARITY: USING COGEN TO REDUCE CLASSROOM CONTRADICTIONS -- RIPPLE EFFECTS CAN BE IMMENSE, UNCONTROLLABLE AND AMBIGUOUS -- REFERENCES -- AUTHOR BIOGRAPHIES.

16. TRANSFORMING A TEACHER'S AND STUDENTS' ONTOLOGIES THROUGH SMALL-GROUP COLLECTIVE AND COLLABORATIVE DIALOGIC ACTIONS IN THE URBAN SCIENCE CLASSROOM.