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Assessment and Academic Identity: Using Embedded Assessment as an Instrument for Academic Socialization in Science Education


by Bryan A. Brown - 2008


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Cite This Article as: Teachers College Record Volume 110 Number 10, 2008, p. 2116-2147
https://www.tcrecord.org ID Number: 15184, Date Accessed: 4/9/2020 8:17:41 AM
 
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About the Author
  • Bryan A. Brown
    Stanford University
    E-mail Author
    BRYAN A. BROWN is an assistant professor of education at Stanford University. His research focuses on the relationship between minority studentsí language practices and identities, and classroom learning. Recently his work explored how applying a theoretical lens that applies the notion of discursive identity to classroom learning would help scholars gain insights regarding the impact of language on studentsí identity and classroom learning (Brown, Reveles, & Kelly). Using interview data to examine studentsí perceptions of their first high school science course, his work explores studentsí perception of the role of science discourse and its impact on their sense of belonging (Brown, 2006). The results of that study indicated that studentsí greatest difficulty in assimilating to the culture of a science classroom was found in their attempts to synthesize the discourse of science into their science identities. Overall, his work examines how the discourse practices of teachers and students impact classroom learning.
 
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