Classroom Authority

Theory, Research, and Practice

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Administration
Cover of the book Classroom Authority by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781135608033
Publisher: Taylor and Francis Publication: August 15, 2006
Imprint: Routledge Language: English
Author:
ISBN: 9781135608033
Publisher: Taylor and Francis
Publication: August 15, 2006
Imprint: Routledge
Language: English

This book describes and analyzes authority relationships in classrooms through explorations of theory, prior research, and contemporary qualitative studies. The emphasis is on the social construction of authority and the crucial role authority plays in K-16 teachers' pedagogy and students' academic engagement and achievement.

The introductory chapter grounds the reader in social theory on authority; presents groundbreaking qualitative studies of classroom authority; describes ideological debates over authority in schools; and discusses implications for research, practice, and policy. Six field-based qualitative studies illuminate the dynamics of authority across a spectrum of K-12 and college settings. These studies feature a variety of methodologies, theoretical lenses, and interpretive perspectives that the authors use to gather and analyze data. The emphasis in all the chapters is on the nature, negotiation, and implications of authority relations between teachers and students. The epilogue pulls the book together by elucidating new findings and vital themes that expand the reader's vision of what classroom authority means, how it is constructed, and why it is so important.

This book seeks to revitalize dialogue and research on classroom authority with attention to the contextual factors that bear on its social construction. It is aimed at teacher educators, scholars, policymakers, students of education, and practitioners who seek empirically based understanding of authority that is inextricably connected to classroom life and ultimately to the larger issues of educational quality and democracy in schools and society.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book describes and analyzes authority relationships in classrooms through explorations of theory, prior research, and contemporary qualitative studies. The emphasis is on the social construction of authority and the crucial role authority plays in K-16 teachers' pedagogy and students' academic engagement and achievement.

The introductory chapter grounds the reader in social theory on authority; presents groundbreaking qualitative studies of classroom authority; describes ideological debates over authority in schools; and discusses implications for research, practice, and policy. Six field-based qualitative studies illuminate the dynamics of authority across a spectrum of K-12 and college settings. These studies feature a variety of methodologies, theoretical lenses, and interpretive perspectives that the authors use to gather and analyze data. The emphasis in all the chapters is on the nature, negotiation, and implications of authority relations between teachers and students. The epilogue pulls the book together by elucidating new findings and vital themes that expand the reader's vision of what classroom authority means, how it is constructed, and why it is so important.

This book seeks to revitalize dialogue and research on classroom authority with attention to the contextual factors that bear on its social construction. It is aimed at teacher educators, scholars, policymakers, students of education, and practitioners who seek empirically based understanding of authority that is inextricably connected to classroom life and ultimately to the larger issues of educational quality and democracy in schools and society.

More books from Taylor and Francis

Cover of the book Text/Work by
Cover of the book Culture and Liberty by
Cover of the book Migrations, Identities and Democratic Practices in India by
Cover of the book Developing Portfolios for Learning and Assessment by
Cover of the book Secondary Science by
Cover of the book Synchronization and Title Sequences by
Cover of the book Genealogy and Ontology of the Western Image and its Digital Future by
Cover of the book The Routledge Handbook of Asian Security Studies by
Cover of the book Autism, The Way Forward by
Cover of the book Innovation and Entrepreneurial Networks in Europe by
Cover of the book Volume 13: Kierkegaard's Influence on the Social Sciences by
Cover of the book Plural Policing by
Cover of the book Berkeley's Doctrine of Notions by
Cover of the book Spirituality, Community, and Race Consciousness in Adult Higher Education by
Cover of the book Tourism and National Parks by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy