A Retrospective Study of a Dialogic Elementary Classroom PDF Download
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Author: Lynn Astarita Gatto
Publisher:
ISBN: 9780367640408
Category : Classroom environment
Languages : en
Pages :
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Book Description
"This book uniquely combines data from a study focused on the use of dialogic instruction in an elementary classroom, with analysis of students' retrospective beliefs about the classroom environment, interactions, and authority. Through this retrospective methodology, the text offers valuable insight into the long-term impacts of discursive practices on young learners' attitudes to learning and their educational trajectories. Analysis also serves to further understandings of how the classroom environment can function as a living dialogue, in which authority in respect to talk, knowledge sharing, and curricular choices serves as an interactional accomplishment and means of social justice. This book will be a valuable resource for researchers and academics with an interest in classroom discourse and critical pedagogy. It will be of particular interest to those with a focus on elementary education"--
Author: Lynn Astarita Gatto
Publisher:
ISBN: 9780367640408
Category : Classroom environment
Languages : en
Pages :
Get Book Here
Book Description
"This book uniquely combines data from a study focused on the use of dialogic instruction in an elementary classroom, with analysis of students' retrospective beliefs about the classroom environment, interactions, and authority. Through this retrospective methodology, the text offers valuable insight into the long-term impacts of discursive practices on young learners' attitudes to learning and their educational trajectories. Analysis also serves to further understandings of how the classroom environment can function as a living dialogue, in which authority in respect to talk, knowledge sharing, and curricular choices serves as an interactional accomplishment and means of social justice. This book will be a valuable resource for researchers and academics with an interest in classroom discourse and critical pedagogy. It will be of particular interest to those with a focus on elementary education"--
Author: Lynn Astarita Gatto
Publisher: Routledge
ISBN: 1000551903
Category : Education
Languages : en
Pages : 112
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Book Description
This book uniquely combines data from a study focused on the use of dialogic instruction in an elementary classroom, with analysis of students’ retrospective beliefs about the classroom environment, interactions, and authority. Through this retrospective methodology, the text offers valuable insight into the long-term impacts of discursive practices on young learners’ attitudes to learning and their educational trajectories. Analysis also serves to further understandings of how the classroom environment can function as a living dialogue, in which authority in respect to talk, knowledge sharing, and curricular choices serves as an interactional accomplishment and means of social justice. This book will be a valuable resource for researchers and academics with an interest in classroom discourse and critical pedagogy. It will be of particular interest to those with a focus on elementary education.
Author: William Jeynes
Publisher: Taylor & Francis
ISBN: 1000619494
Category : Education
Languages : en
Pages : 378
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Book Description
Offering contributions from international leaders in the field, this volume builds on empirically informed meta-analyses to foreground relationship-based aspects of parental involvement in children’s education and learning. Chapters explore how factors including parent-child communication, cultural and parental expectations, as well as communication with a child’s teacher and school can impact educational outcomes. By focusing on relationships between parents, teachers, and students, chapter authors offer a nuanced picture of parental involvement in children’s education and learning. Considering variation across countries, educational and non-educational contexts, and challenges posed by parental absence and home schooling, the book offers key insights into how parents, schools, communities, and educators can best support future generations. Using multiple forms of research from the relational perspective, this volume will be of interest to students, scholars, and researchers with an interest in educational psychology as well as child development.
Author: Ninni Wahlström
Publisher: Routledge
ISBN: 1000571718
Category : Education
Languages : en
Pages : 186
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Book Description
This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students’ future opportunities and well-being. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice.
Author: Karen Monkman
Publisher: Taylor & Francis
ISBN: 1000620735
Category : Education
Languages : en
Pages : 240
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Book Description
This volume offers a timely collection of research-based studies that engage with contemporary conditions of precarity across an array of locations, exploring how it is understood, experienced, and acted upon by educators in schools, universities, and nonformal educational spaces. Precarity presents as layered, unpredictable, destabilizing, and rapidly shifting sociopolitical and economic dynamics, shown here in various forms, including the global pandemic, divisive populist politics, displacement of refugees and the landless, race and gender injustices, and neoliberal policies that constrain educational and social possibilities. Grouped around reflection, educational practice, and social activism, the authors show how educators engage these precarious conditions as they work toward a more interconnected, humane, and just society. This text will benefit researchers, academics, and educators with an interest in social foundations of education, multicultural and social justice education, educational policy, and international and comparative education, sociology and anthropology of education, and cultural studies within education, among other fields.
Author: Robert Nelson
Publisher: Taylor & Francis
ISBN: 1000608298
Category : Education
Languages : en
Pages : 236
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Book Description
In this book, Robert Nelson reminds us that one of the most important elements of teaching and learning is to inspire and to be inspired. Given that inspiration itself has evolved through metaphor, the inquiry distinguishes inspirational learning by its peculiarly metaphoric character. We acknowledge that students respond to passion and enthusiasm, that they seek stimulation, purpose, motivation and inspiration. But because these triggers operate through mysterious language and arrive at their modern usage through metaphor, we have no means of penetrating their structure or gaining access to their powers. We mishandle educational practice through a focus on technical process and machinery rather than the imaginary animating vision that propagates inspired study through metaphor. This book corrects the imbalance and argues that metaphors are intrinsic to all our educational ambitions. It reveals the wide metaphorical backdrop of learning and teaching that works on an unconscious level and is only revealed through analysing the language that describes what matters most. Inviting readers to explore learning in a non-traditional way, this book will be of interest to researchers and students in education seeking to understand better the nature of inspiration.
Author: Maria Tamboukou
Publisher: Routledge
ISBN: 1000599701
Category : Education
Languages : en
Pages : 247
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Book Description
This edited volume explores how Stephen Ball’s work has shaped the field of the sociology of education worldwide. Written by internationally based researchers who are Ball’s former PhD students, it draws on different strands of his work to show what it means to think, write, and do research inspired by Ball’s theory, methodology, and epistemology. The contributions revolve around a wide range of themes including: the ethics of doing educational research, disability studies, the bio-politics of the child’s soul, lived experiences of marginalisation in education, educating migrant and refugee women in the borderlands, and post-Brexit reflections on the Bologna process. Chapters draw on different lines of thought from the corpus of a significant and influential figure in the sociology of education to present, explicate, and discuss a wide range of research projects, themes, theoretical directions, as well as methodological approaches in the field of the sociology of education today. More than celebrating Ball’s scholarship, this volume shows new and innovative directions in the sociology of education. It will be highly relevant reading for researchers, scholars, and students in the sociology of education, educational policy, and politics and educational theory.
Author: Laura Gurney
Publisher: Routledge
ISBN: 1000598152
Category : Education
Languages : en
Pages : 181
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Book Description
The book provides a grounded, narrative exploration of contemporary qualitative PhD research in the fields of language education and applied linguistics. The chapters are authored by current and former PhD candidates studying in New Zealand, with commentaries from international experts in the field. The book contains ten chapters in addition to the foreword, introduction and afterword. Each chapter addresses a different stage of PhD candidature: pre-enrolment; the first six months, research design, literature review, data collection, data analysis, drafting chapters, supervision and feedback, publishing and the examination process. Each chapter includes a set of questions for the readers to reflect on issues raised by the authors, and a comprehensive list of references. The book is intended for an audience of prospective and current PhD candidates, PhD supervisors, academic language and learning advisors who work with PhD candidates, researchers working in the field of doctoral education, and university administrators in pertinent leadership roles.
Author: Tamar Ketko
Publisher: Taylor & Francis
ISBN: 1000686892
Category : Education
Languages : en
Pages : 202
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Book Description
Contesting a gradual disregard for the values of Dignity, Democracy, and Diversity in higher education, this volume explores best practices from universities and colleges in Israel and the USA to illustrate how these values can offer a holistic values framework for higher education globally. Presenting a range of interdisciplinary chapters from fields including history, philosophy, memorial studies, cultural, political, gender, and religious studies, the text considers how these values can be reflected in policy and practice across all areas of the university, including teaching and learning, admissions, students’ affairs, staff well-being, and institutional identity. The volume highlights constructive theories, experimental models, and case studies that collectively inform a holistic framework for moral, ethical, and equitable higher education worldwide. Offering key insights into the relevant discourse regarding local and global events that have impacted both Israelis and Americans, this volume will appeal to researchers in the fields of higher education, sociology of education, and philosophy of education, as well as postgraduates and scholars with interests in the transformation of higher education in light of contemporary times and challenges.
Author: Nick Sorensen
Publisher: Taylor & Francis
ISBN: 1000626873
Category : Education
Languages : en
Pages : 172
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Book Description
The Improvising Teacher offers a radical reconceptualization of improvisation as a fundamental element of teacher expertise. Drawing on theories of improvisation and expertise alongside empirical research, the book argues that teacher expertise is fundamentally improvisatory. The book provides a theoretical model for teacher expertise that is relevant internationally and illustrates the nature of advanced practice in a global classroom through case studies of expert teachers in England. It makes a theoretical and conceptual case to support the case for the improvising teacher as a prototype model of expert practice. Sorensen draws on critical studies in improvisation and the study of expertise and expert practice, and argues that now more than ever, teachers must be flexible, creative and skilled in adaptation. Providing a critical evaluation on how to approach the professional development of the improvising teacher, the book outlines how the improvising teacher signifies a broader cultural shift in the way we understand teaching and teacher professionalism. This book will be essential reading for academics, researchers and postgraduate students in the fields of teacher education, professional practice, professional development and critical studies in improvisation. It will also be highly relevant for teacher educators who are attempting to understand, research and promote teacher expertise and teacher autonomy in education across the globe.
