By Judith L. Pace, Annette Hemmings
This e-book describes and analyzes authority relationships in school rooms via explorations of conception, earlier learn, and modern qualitative reports. The emphasis is at the social building of authority and the an important function authority performs in K-16 lecturers' pedagogy and scholars' educational engagement and achievement.
The introductory bankruptcy grounds the reader in social thought on authority; provides groundbreaking qualitative reviews of lecture room authority; describes ideological debates over authority in faculties; and discusses implications for examine, perform, and coverage. Six field-based qualitative stories light up the dynamics of authority throughout a spectrum of K-12 and faculty settings. those stories characteristic quite a few methodologies, theoretical lenses, and interpretive views that the authors use to assemble and study info. The emphasis in the entire chapters is at the nature, negotiation, and implications of authority kin among lecturers and scholars. The epilogue pulls the ebook jointly through elucidating new findings and important subject matters that extend the reader's imaginative and prescient of what school room authority capability, the way it is built, and why it's so important.
This e-book seeks to revitalize discussion and learn on lecture room authority with recognition to the contextual components that undergo on its social building. it's geared toward instructor educators, students, policymakers, scholars of schooling, and practitioners who search empirically established realizing of authority that's inextricably hooked up to school room existence and eventually to the bigger problems with academic caliber and democracy in colleges and society.
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Extra info for Classroom Authority: Theory, Research, And Practice
1986). Contradictions of control: School structure and school knowledge. New York: Routledge & Kegan Paul. M. (2000). Contradictions of school reform: Educational costs of standardized testing. New York: Routledge. H. (1978). Classrooms and corridors: The crisis of authority in desegregated secondary schools. Berkeley: University of California Press. 1. H. (2003). Different by design: The context and character of three magnet schools. New York: Teachers College Press. , & Spady, W. (1983). Authority, power, and the legitimation of social control.
6, this volume) extends this analysis by comparing the very different moral orders of two schools in very different settings. The Wider Community, Educational System, and American Culture The surrounding community plays an important role in shaping authority in schools and classrooms (Grant, 1988; Metz, 1978; Schwartz, 1987). Schwartz’s (1987) ethnography describes the moral cultures of communities that vary on the basis of location, social class, and ethnicity, and how these cultures influence authority.
Minority education and caste: The American system in cross-cultural perspective. New York: Academic. U. (1987). Variability in minority school performance: A problem in search of a solution. Anthropology & Education Quarterly, 18,313–334. U. (1991). Minority coping responses and school experience. Journal of Psychohistory, 18, 433–456. U. (2003). Black American students in an affluent suburb: A study of academic disengagement. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Oyler, C. (1996). Making room for students: Sharing teacher authority in Room 104.