E
Edna Tan
Researcher at University of North Carolina at Greensboro
Publications - 66
Citations - 3081
Edna Tan is an academic researcher from University of North Carolina at Greensboro. The author has contributed to research in topics: Science education & Identity (social science). The author has an hindex of 19, co-authored 62 publications receiving 2433 citations. Previous affiliations of Edna Tan include University of North Carolina at Chapel Hill & National University of Singapore.
Papers
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Journal ArticleDOI
We Be Burnin'! Agency, Identity, and Science Learning
Angela Calabrese Barton,Edna Tan +1 more
TL;DR: The authors investigated 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.
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Funds of knowledge and discourses and hybrid space
Angela Calabrese Barton,Edna Tan +1 more
TL;DR: In this paper, 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 during a 6th grade unit on food and nutrition from the LiFE curriculum.
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Creating Hybrid Spaces for Engaging School Science Among Urban Middle School Girls
TL;DR: The authors report on how urban middle school girls enact meaningful strategies of engagement in science class in their efforts to merge their social worlds with the worlds of school science and on the unsanctioned resources and identities they take up to do so.
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Crafting a Future in Science Tracing Middle School Girls’ Identity Work Over Time and Space
Angela Calabrese Barton,Hosun Kang,Edna Tan,Tara O'Neill,Juanita Bautista-Guerra,Caitlin Brecklin +5 more
TL;DR: In this article, a longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years.
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Desiring a career in STEM‐related fields: How middle school girls articulate and negotiate identities‐in‐practice in science
TL;DR: This article examined the narrated and embodied identities-in-practice of non-white, middle school girls who articulate future career goals in STEM-related fields for these girls who desire an STEMrelated career.