By Judith L. Pace, Annette Hemmings
This booklet describes and analyzes authority relationships in school rooms via explorations of idea, past learn, and modern qualitative reports. The emphasis is at the social development of authority and the the most important position authority performs in K-16 academics' pedagogy and scholars' educational engagement and achievement.
The introductory bankruptcy grounds the reader in social idea on authority; offers groundbreaking qualitative reports of lecture room authority; describes ideological debates over authority in faculties; and discusses implications for examine, perform, and coverage. Six field-based qualitative stories remove darkness from the dynamics of authority throughout a spectrum of K-12 and faculty settings. those stories function numerous methodologies, theoretical lenses, and interpretive views that the authors use to collect and study facts. The emphasis in the entire chapters is at the nature, negotiation, and implications of authority family members among academics and scholars. The epilogue pulls the booklet jointly via elucidating new findings and very important subject matters that extend the reader's imaginative and prescient of what school room authority skill, the way it is developed, and why it's so important.
This booklet seeks to revitalize discussion and study on school room authority with consciousness to the contextual elements that undergo on its social building. it really is geared toward instructor educators, students, policymakers, scholars of schooling, and practitioners who search empirically established figuring out of authority that's inextricably hooked up to lecture room existence and finally to the bigger problems with academic caliber and democracy in colleges and society.
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Additional resources for Classroom Authority: Theory, Research, And Practice
Chicago: University of Chicago Press. , & Cusick, P. (1986). Selling students short: Classroom bargains and academic reform in the American high school. New York: Teachers College Press. Selznick, P. (1992). The moral commonwealth: Social theory and the promise of community. Berkeley: University of California Press. Sennett, R. (1980). Authority. New York: Knopf. Shor, I. (1996). When students have power. Chicago: University of Chicago Press. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform.
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Classroom Authority: Theory, Research, And Practice by Judith L. Pace, Annette Hemmings