@inbook{f52c928647c54c93adea1866ab8d72f8,
title = "Too loud to learn",
abstract = "This case raises questions about expectations for student engagement and productive participation in science classes. Veteran kindergarten teacher, Melissa Perry, is new to phenomena-anchored, NGSS-aligned science teaching. During a sustained investigation on cockroaches as part of a unit on the characteristics of living things, Ms. Perry{\textquoteright}s expectations for her students and her already established norms of traditional classroom discourse (turn-taking, raising hands, waiting quietly) came into conflict with the ways in which students were participating in the science investigation. As a result of this contradiction, tensions emerge when Ms. Perry co-teaches with an instructional coach during a science lesson. Questions about school culture, school-wide behavior plans, access to high-quality teaching/curricula in schools with majority-minority populations, and the character and quality of coaching are all present within the case.",
author = "Megan Lynch and Cody, \{Jennifer L.\} and May Lee",
year = "2023",
doi = "10.1007/978-3-031-33418-4\_38",
language = "American English",
series = "Springer Texts in Education",
publisher = "Springer, Cham",
pages = "199--204",
booktitle = "Navigating elementary science teaching and learning",
}