Browse All

Theses & Dissertations

Submissions

Help

Edna Tan

  • Assistant Professor
  • Teacher Education and Higher Education, UNCG
  • e_tan@uncg.edu
  • (336) 256-0422
  • 103-B Curry Building

**Education: Columbia University in the City of New York, Ph.D. in Science Education, December 2006--Teachers College, Columbia University, Masters in Science Education, Ed.M., May 2003-- Nanyang Technological University, National institute of Education, Postgraduate Diploma in Education, August 1998--National University of Singapore, School of Biological Sciences, Bachelor of Science Honors (second division upper) July 1997

There are 8 included publications by Edna Tan :

TitleDateViewsBrief Description
Creating hybrid spaces for engaging school science among urban middle school girls 2008 272 The middle grades are a crucial time for girls in making decisions about how or if they want to follow science trajectories. In this article, the authors report on how urban middle school girls enact meaningful strategies of engagement in science cla...
From peripheral to central, the story of Melanie’s metamorphosis in an urban middle school science class 2008 184 Identity formation is a critical dimension of how and why students engage in science to varying degrees. In this paper, we use the lens of identity formation, and in particular identities in practice, to make sense of how and why Melanie, over the co...
Funds of Knowledge and Discourses and Hybrid Space 2009 514 The findings reported on in this manuscript emerged from a design experiment conducted at a low-income urban middle school intended to support the teacher in incorporating pedagogical practices supportive of students‘ everyday knowledge and practices...
Internalization of Aeromonas hydrophila by fish epithelial cells can be inhibited with a tyrosine kinase inhibitor 1998 366 Aeromonas hydrophila is a Gram-negative bacterium that is pathogenic in fish, causing motile aeromonad septicaemia. It can enter (invade) fish cells, and survive as an intracellular parasite. The host-pathogen interaction and signal transduction path...
“It Changed Our Lives”: Activism, Science, and Greening the Community 2010 72 Drawing upon critically oriented studies of science literacy and environmental justice, we posit a framework for activism in science education. To make our case, we share a set of narratives on how the River City Youth Club acquired a new green roof....
Transforming Science Learning and Student Participation in Sixth Grade Science: A Case Study of a Low-Income, Urban, Racial Minority Classroom 2009 323 Recent criticisms of the goal of “science for all” with regard to minority students have alluded to the onerous culture of school science characterized by white, middle-class values that eschew personal everyday science experiences and nontraditional...
Unpacking science for all through the lens of identities-in-practice: The stories of Amelia & Ginny 2008 218 This manuscript reports on an ethnographic study of two Latina students who attended an urban middle school in a low-income community, and how they exhibit agency by purposefully authoring identities-in-practice that value nontraditional ways of know...
We Be Burnin'! Agency, Identity, and Science Learning 2010 248 This article investigates the development of agency in science among low-income urban youth aged 10 to 14 as they participated in a voluntary year-round program on green energy technologies conducted at a local community club in a midwestern city. Fo...