Buch, Englisch, 304 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 446 g
Fostering Democracy for Student Learning
Buch, Englisch, 304 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 446 g
ISBN: 978-0-367-69198-1
Verlag: Routledge
This book argues that democratic classroom management is not a stand-alone issue but is deeply intertwined with classroom climate and requires a thoughtful, grounded understanding of classroom authority. Contributors explore the sources, nature, and extent of teacher authority, as they distinguish authority from authoritarianism, and describe how classroom authority is ultimately a shared endeavor between teachers and students. By drawing on a variety of contexts and perspectives, chapters in this volume contend with the complexities inherent in classroom authority through the lenses of gender, urban versus rural contexts, and within elementary and secondary classrooms.
Autoren/Hrsg.
Weitere Infos & Material
INTRODUCTION; 1: Introduction; 2: Classroom Management: A Dialogue with Larger Social Questions; Part 1. GAINING CLASSROOM AUTHORITY INTRODUCTION; 3: Authorizing Yourself to Teach; 4: Good to Go: Teaching by our Students’ Consent; 5: Being All There: Teacher Presence and Teacher Authority; 6: The Importance and Impact of Listening Well; 7: Invitational Theory: A Theoretical Foundation for Establishing a Positive Classroom Ethos; 8: School of Rock; 9: Case Study: A Turn-Around in a High-Needs Classroom; Part 2. AUTHORIZING STUDENTS; 10: A Sense of Place and Student Consent; 11: Authorizing Students Through Inquiry and Assessment; 12: Authorizing Students Through Relationships; 13: On Authority and Dignity; 14: Situating Classroom Management in English Language Arts, Math, and Social Studies; Part 3. TEACHER AUTHORITY AND DIVERSITY; 15: Teacher Authority and Culturally Responsive Teaching; 16: Male Authority: Assumption Busting; 17: Look Who’s Talking: Gender, Teacher Authority, and the Use of Linguistic Space; 18: Interrogating the Relationship Between a Teacher’s Race and Classroom Authority; Part 4: NARRATIVES FROM THE FIELD AND SPECIAL SITUATIONS; 19: The Student Teacher’s Relationships: Mentor Teachers and Students; 20: Reflections of a Beginning Teacher: Who Am I Going to Be?; 21. Establishing Yourself as a Teacher in a Foreign Setting; 22: Succeeding as a Substitute Teacher; 23: Creating Positive Classroom Climate in Remote Settings; 24. The Challenges and Rewards of Teaching in Remote Settings; 25: Reflections of a Veteran Secondary Teacher
