Read e-book online Classroom Authority: Theory, Research, And Practice PDF

By Judith L. Pace, Annette Hemmings

ISBN-10: 0805851607

ISBN-13: 9780805851601

ISBN-10: 1410617165

ISBN-13: 9781410617163

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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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.

Critical scholars such as McNeil (2000) argue that the current emphasis on raising test scores has undermined more substantive educational purposes and the quality of classroom curricula and relationships. Public school teachers in the midst of No Child Left Behind reforms are feeling enormous pressure to link curriculum and teaching practices to test scores. McNeil and other critics of standards-based reform warn 22 PACE AND HEMMINGS that teachers will be forced to teach in ways that essentially puts them into the role of production-line supervisors who make sure that students produce good test scores even if it means curtailing instruction that is more conducive for fostering intellectual growth (see chap.

According to state-mandated testing in language arts and mathematics conducted by the California State Department of Education each spring, the results of which are used to rank schools throughout the state, Dusty Valley is a success story. The Academic Performance Index (API) is a system that ranks California public schools on the basis of student performance on standardized tests in language arts and mathematics. Mandated by the Public Schools Accountability Act of 1999, each school was given an API number as well as a target number for future improvement.

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Classroom Authority: Theory, Research, And Practice by Judith L. Pace, Annette Hemmings


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