Jeremy Forest Price, jeremy.price.1@bc.edu, 392 Lincoln Street, Waltham, MA 02451 USA
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In this paper, completed for Advanced Qualitative Research, I conducted ethnographic interviews and classroom observations to gain a better understanding of the relationships and the opportunities for dialogue between a variety of actors—such as pupils, teachers, and curriculum developers—who regularly interact and communicate around the science curriculum.
This research was completed for Controversies in Curriculum and Instruction. I conducted a frame analysis of the national and local media coverage of the reauthorization of the Texas State Science Education Standards, especially with respect to the public discourse around Charles Darwin and the concept of natural selection. I found that a binary adversarial framing was employed to the detriment of science, religion, and education—and the students these institutions serve.
In partnership with my advisor, I revised this paper into two conference proposals and presentations (for NEERO and NECC). We are looking forward to potentially publishing a revised version of these conference papers in a peer-reviewed journal.
I am a Graduate Research Assistant on a National Science Foundation (Instructional Materials Design)-funded urban ecology curriculum development project in partnership with the Urban Ecology Institute at Boston College. I am helping to develop activities and lessons within the curriculum, as well as evaluation and research instruments. I am also observing two teachers who are using the curriculum in their ecological sciences classes, as well as serving as the point of contact for an additional three teachers.
In conducting the research, analysis, and writing of this and subsequently-related papers, I treated the process as a pilot study for my dissertation research. It is a topic of great interest to me, and I believe it can provide much insight into the processes of curriculum, learning, and teaching.
I am working with a National Science Foundation-supported inquiry group through the Center for Advancement of Informal Science Education (CAISE) and the Association of Science and Technology Centers (ASTC) to write a white paper entitled "Sustaining Access to Informal Science Education for People with Disabilities" in order to provide more inclusive learning experiences for people with disabilities in informal learning contexts (museums, websites, broadcast media, and camps and other out-of-school programs).
Jeremy Forest Price, jeremy.price.1@bc.edu, 392 Lincoln Street, Waltham, MA 02451 USA
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