Margery Osborne's Site

Click the links below to download my publications

Barton, A. C. & Osborne, M.D. (1995). Science for all Americans? Science education reform and Mexican-Americans, The High School Journal, 78 (4), 244-252

Osborne, M.D. (1997). Making personal experience relevant for science teaching? A teacher's perspective. Radical Teacher, 51, 11-15.

Osborne M.D. (1997). Balancing individual and group: A dilemma for the constructivist teacher. Journal of Curriculum Studies 29(2) 183-196.

Osborne, M.D. & Barton, A.C. (1998). Special Issue of Theory Into Practice: Constructing a Liberatory and Democratic Practice in School Subjects. Columbus, OH: University of Ohio Press.

Osborne, M.D. (1998). Responsive science pedagogy in a democracy: Dangerous teaching. Theory Into Practice, 37(4) 225-237.

Osborne, M.D. (1998). Teacher as knower and learner: Reflections on situated knowledge in science teaching. Journal of Research on Science Teaching, 35(4) 327-340.

Barton, A.C. & Osborne M.D. (1998). Marginalized discourses and the pedagogy of science, Journal of Research on Science Teaching. 35 (4) 256-258.

Ball, D.L. & Osborne, M.D. (1998) Teaching with difference. A response to A. C. Barton: Teaching science with homeless children: Pedagogy, representation, and identity. Journal of Research on Science Teaching. 35 (4) 274-276.

Osborne, M.D. & Barton, A.C. (1998). Teaching margin or center: The question of what constitutes liberatory practice in school subjects. Theory Into Practice, 37(4) 186-187.

Osborne, M.D. & Barton, A.C. (1998) Power, privilege, and the social construction of identity in science class: Girls and feminist science teaching. Journal of Curriculum Studies. 30, 251-260

Barton, A.C. & Osborne, M.D. (1999) Re-examining lived experiences: Radical constructivism and gender. Journal of Cybernetics & Human Knowing. 6, 47-59.

Osborne, M. & Barton, A.C. (2000). Science for all Americans? Critiquing science education reform efforts. In C. Cornbleth (Ed.) The Politics of Curriculum Reform Efforts. Albany, NY: SUNY Press.

Osborne, M.D. (2000). A rose in a mirror. Research in Science Education. 30(1) 107-122.

Barton, A.C. & Osborne, M.D. (2000). Building inclusive science in classrooms through oral histories. Womans Studies Quarterly. 28(1&2) 236-250.

Price, J.N. & Osborne, M.D. (2000). Challenges of forging a humanizing pedagogy in teacher education. Curriculum and Teaching. 15 (1) 27-52.

Osborne, M.D. & Brady, D.J. (2000). A Comparative Exploration of Art and Science. Arts & Learning 16(1) 15-31.

Osborne, M.D. & Brady, D.J. (2000). Joy and the paradox of control. International Journal of Arts Education. 1(1) http://ijea.asu.edu/v1n1/

Osborne, M.D. & Brady, D.J. (2001). Constructing a space for developing a rich understanding of science through play. Journal of Curriculum Studies. 33(5), pages 511 - 524.

Barton, A.C. & Osborne, M.D. (2001). Urban girls participation in informal science settings: Playing with identities and borders. Curriculum and Teaching. 16(2), 17-38.

Barton, A.C. & Osborne, M.D. (2001). Teaching science in diverse settings: Marginalized discourses and science education. NY: Peter Lang

Osborne, M.D. & Brady, D.J. (2001). The magical and the real in science and in teaching: Joy and the paradox of control. In A.C. Barton & M.D. Osborne (Eds.) Marginalized discourses and science education: Reframing “Science for All.” NY: Peter Lang. pp 35-58

Barton, A.C. & Osborne, M.D. (2002). Homeplace and the harshworld: A feminist re-reading of science and teaching students in poverty. Journal of Curriculum Theorizing, 17(4), 131-144.

Osborne, M.D. & Brady, D.J. (2002). The room is long and narrow. Research in Science Education. 32(1) 34-45.

Osborne, M.D. & Brady, D.J. (2002). Imagining the new: Constructing a space for creativity in science. In E. Mirochnik & D. Sherman (Eds.) Passion & Pedagogy: Relation, Creation, and Transformation in Teaching, NY: Peter Lang. pp. 317-332.

Barton, A.C. & Osborne, M.D. (2002). Transforming the "harsh world:" Science with/for social action. In W-M Roth & J. Desautels (Eds.) Science Education As/For Sociopolitical Action: Charting the landscape. NY: Peter Lang. pp 167-184

Kozoll, R. H., Osborne, M. D. & Garcia, G. E. (2003). Migrant worker children: Conceptions of homelessness and implications for education. Qualitative Studies in Education, 16(4), 559-574.

Barton, A.C. & Osborne, M.D. (2003). Darkside’s story: Transforming the harshworld through science. In Barton, A.C.; Burkett, T.; Ermer, J. & Osborne, M.D. (2003). Youth Lives and Youth Science: A Practice of Science in the Inner City. New York: Teachers College Press. pp. 120-137.

Kozoll, R. H.& Osborne, M.D. (2004). Finding meaning in science: Lifeworld, identity, and self. Science Education. 88(2), 157-181.

Osborne, M.D. (2006). Science education and the new sciences: Editorial. Teaching Education, 17(2), 103-107.

Kozoll, R. H. & Osborne, M.D. (2006). Developing a science worldview. Cultural Studies of Science Education. 1(1), 161-187.

Osborne, M.D. (2007). Towards an ethos of early childhood science education Cultural Studies of Science Education. 2, 823-829.

Leander, K.M. & Osborne, M.D. (2008). Complex positioning: Teachers as agents of curricular and pedagogical reform. Journal of Curriculum Studies, 40 (1), 23-46.

Osborne, M., Tan, A. L., & Kwek, B. K. (2006). The Mechanics of Teaching: Weaving in Primary One. In Bokhorst-Heng, W; Osborne & M.D.; Lee, K. (Eds). Redesigning Pedagogies: Reflections on Theory and Praxis. London: SENSE Publications.

Barton, A; Elmesky, R; & Osborne, M. 2008). Creating new utopias in the academy: Spaces of family and work. In K. Scantlebury (Ed.) Re-visioning Science Education from Feminist Perspectives: Challenges, Choices and Careers. London: Sense Publications. 20 ms pages.

Teo, N. &Osborne, M.D. (2008). An emergent culture of school-based curriculum development: The evolving role of Primary 1 teachers in Singapore. In Jan van den Akker & Edmond Law (Eds) Curriculum leadership and school-based curriculum development: East and West. London: SENSE Publications.

Osborne, M.D.; Barker, H.B. (accepted) Curriculum Development: Local teacher-based curriculum development, In A Luke & P. David Pearson (Eds) International Encyclopedia of Education. New York: Elsevier. 10 ms pages.