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.
FREE Two-Day Shipping for Students. Learn more |
| ||||||||||||||||||||||||
Book Description
Special Offers and Product Promotions
- Buy $50 in qualifying physical textbooks, get $5 in Amazon MP3 Credit. Here's how (restrictions apply)
Frequently Bought Together
Editorial Reviews
Review
"...an important book for both educational practitioners and educational researchers." --Greg Seals, College of Staten Island, CUNY, Educational Studies
Product Details
Would you like to update product info or give feedback on images?
|
Customer Reviews
|
There are no customer reviews yet.
|
|||
|
Video reviews
|
Inside This Book
(learn more)
Key Phrases - Statistically Improbable Phrases (SIPs):
(learn more)
classroom authority relations, worthwhile curricula, detracked classrooms, desegregated secondary schools, bureaucratic authority relations, bounded flexibility, detracked classes, disciplinary content knowledge, lower track classes, enabling care, minority student achievement, pedagogical authority, paradoxical understandings, classroom relations, student appeals, professional legitimacy, social studies instruction Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Dusty Valley, Teachers College Press, United States, African American, Direct Instruction, University of Chicago Press, Central City High, Standards Bearers, Harvard University Press, Teachers College Record, University of California Press, Sociology of Education, New Haven, Yale University Press, Ridgewood High, Journal of Curriculum Studies, Basic Books, Houghton Mifflin, Harvard Educational Review, Lawrence Erlbaum Associates, Cambridge University Press, Mexican American, Julius Caesar, Education Quarterly Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
classroom authority relations, worthwhile curricula, detracked classrooms, desegregated secondary schools, bureaucratic authority relations, bounded flexibility, detracked classes, disciplinary content knowledge, lower track classes, enabling care, minority student achievement, pedagogical authority, paradoxical understandings, classroom relations, student appeals, professional legitimacy, social studies instruction Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Dusty Valley, Teachers College Press, United States, African American, Direct Instruction, University of Chicago Press, Central City High, Standards Bearers, Harvard University Press, Teachers College Record, University of California Press, Sociology of Education, New Haven, Yale University Press, Ridgewood High, Journal of Curriculum Studies, Basic Books, Houghton Mifflin, Harvard Educational Review, Lawrence Erlbaum Associates, Cambridge University Press, Mexican American, Julius Caesar, Education Quarterly Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Tag this product(What's this?)Think of a tag as a keyword or label you consider is strongly related to this product.
Tags will help all customers organize and find favorite items. |
Customer Discussions
|
This product's forum
Active discussions in related forums
Search Customer Discussions
|
Related forums
|
