Classroom authority : theory, research, and practice / edited by Judith L. Pace and Annette Hemmings.

Format:

Book

Contributor:

Pace, Judith L.

Hemmings, Annette B.

Language:

English

Subjects (All):

Classroom management--United States.

Classroom management.

Physical Description:

1 online resource (208 p.)

Edition:

1st ed.

Place of Publication:

Mahwah, N.J. : L. Erlbaum Associates, 2006.

Language Note:

English

Summary:

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. Si

Contents:

Contents; Foreword; Preface; 1 Understanding Classroom Authority as a Social Construction; 2 Authority, Culture, Context: Controlling the Production of Historical Knowledge in Elementary Classrooms; 3 Playing With Pedagogical Authority; 4 Saving (and Losing) Face, Race, and Authority: Strategies of Action in a Ninth-Grade English Class; 5 Authority in Detracked High School Classrooms: Tensions Among Individualism, Equity, and Legitimacy; 6 Moral Order in High School Authority: Dis/Enabling Care and (Un)Scrupulous Achievement

7 Standards and Sob Stories: Negotiating Authority at an Urban Public CollegeEpilogue: The Sources and Expressions of Classroom Authority; Author Index; Subject Index

Notes:

Description based upon print version of record.

Includes bibliographical references and indexes.

ISBN:

1-135-60804-0

1-282-32538-8

9786612325380

1-4106-1716-5

9781410617163

OCLC:

476019433