Search results for: Mayes Pane Debra
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Viewing Classroom Discipline as Negotiable Social Interaction: A Communities of Practice Perspective
Classroom discipline is a major concern of American teachers and why many leave teaching. The purpose of this literature review is to propose a critical social practice view of learning as defined by legitimate peripheral participation (LPP), providing a communities of practice framework to guide future research that sets out to transform conventional views of learning, particularly within the context of classroom discipline.
Updated: Jan. 12, 2010