CoChat
Sign Up
Cited by 111Science Education and PedagogyEducational Methods and OutcomesCareer Development and Diversity

Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development: TEACHER POSITIONING AND STUDENT PHYSICS IDENTITY

Hazari, Zahra, Cass, Cheryl, Beattie, Carrie·2015·Journal of Research in Science Teaching
DOI 10.1002/tea.21214
Open this paper in CoChat — free account

Abstract

In the process of reforming physics education over the last several decades, a tension has developed between engaging students with the content in more conceptually challenging ways and helping them identify with physics so they are personally motivated in their learning. Through comparative case studies of four high school physics teachers, we used a teacher positioning lens to understand an emergent theme around differences in students' level of engagement, including behavioral, affective, and cognitive engagement, and physics identity development. In each classroom, data were collected over the course of one week by two observers in multiple formats, including student and teacher interviews and surveys, video recordings, and field notes. We used a constant comparative approach with the qualitative data and regression with the quantitative data to compare across the four teachers. Our findings suggest that teachers' physical, structural, contextual, and social cues may influence the extent to which students engage with their physics class. The teachers' social cues appeared to be the most important for affective and cognitive engagement, and subsequently physics identity development. Contextual cues were less prominent, which may indicate the difficulty in making physics content contextually meaningful for students. Finally, physical/structural cues appeared to be important for behavioral engagement but this engagement was not sufficient for physics identity development. In sum, the way that physics teachers position themselves can moderate students' level and type of engagement with the class and ultimately their physics identity development. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 735–762, 2015.

Integrity signals

Registry

Crossref · 10.1002/tea.21214

Cites

63 of 63 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Adolescents, when they do not continuously feel the pressure to perform, may feel more supported to freely explore their identities.

    “Together with the ethnographic study by Tan and Calabrese Barton (2007) that is grounded in a sociocultural perspective too, the study by Hazari et al. (2015) indicates that adolescents, when they do not continuously feel the pressure to perform, may feel more supported to freely explore their identities.”

    From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Hazari et al. 2015

  • When teachers share their own doubts and make mistakes every once in a while, this may help to reassure students.

    “For example, Hazari et al. (2015) found, in their ethnographic study on physics classes that is grounded in a sociocultural perspective, that when teachers share their own doubts and make mistakes every once in a while, this may help to reassure students, as comes to the fore in the following quote:”

    From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Hazari et al. 2015

  • It is important to make adolescents feel secure enough to make mistakes.

    “Also, some of these articles (Flum and Kaplan 2006; Hamman and Hendricks 2005; Hazari et al. 2015; Olitsky 2007; Tan and Calabrese Barton 2007), together with other theoretical (Harrell-Levy and Kerpelman 2010) and empirical (Archer et al. 2009; Carlone et al. 2015) studies (that vary too in the theoretical perspective on identity they adopt), focus on the importance of making adolescents feel”

    From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Hazari et al. 2015

Cites

Flagged first, then by citations

1 of the 64 references couldn’t be matched to a known paper.

Cited by

Sorted by citations

Related

Authors
Hazari, Z., Cass, C., & Beattie, C.
Affiliations
  • Florida International University (US)
  • North Carolina State University (US)
  • Department of Mathematics; Michigan Virtual Charter Academy; Grand Rapids Michigan
Corresponding author
Hazari, Zahra
ORCID
Hazari, Zahra
Venue
Journal of Research in Science Teaching
Publisher
Wiley
Published
2015-03-20
Volume
52
Issue
6
Pages
735-762
ISSN
0022-4308 (ISSN-L)
DOI
10.1002/tea.21214
OpenAlex
W1880891640
Cited by
111
References
64
Citations by year
2026: 3 · 2025: 5 · 2024: 17 · 2023: 12 · 2022: 21 · 2021: 10 · 2020: 12 · 2019: 10 · 2018: 14 · 2017: 3 · 2016: 3
FWCI
33.35
Type
journal article
Language
en
Open access
closed
Licence
doi.wiley.com/10.1002/tdm_license_1.1 (tdm, 165 d)
Locations
Journal of Research in Science Teaching (publishedVersion)
Funders
National Science Foundation (0952460)
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Education › Educational Methods and Outcomes
  • Social Sciences › Safety Research › Career Development and Diversity
Keywords
teacher positioning, student engagement, high school physics teachers, emotional engagement, cognitive engagement, behavioral engagement, social cues, contextual cues, physics education reform

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review