Search results for: Classroom environment
Page 3/4 33 items
This article is a critical examination of the ideologies and practices that educators bring to bear on their classrooms in order to create inclusive, safe, and welcoming environments for all children, but particularly for children with gender variant behaviors and interests. Using a feminist perspective, this article offers a new conceptual lens with which to examine classroom practices that reinforce the heteronormative classroom and, as such, restrict and constrain alternate forms of gender expression. Finally, the authors contend that the classroom must be places where children with non-conforming gender interests and expression are given the opportunity to take risks and test their unique ideas and ways of being.
Updated: Jan. 11, 2011
This research study explores gender-based language, in this case women's language, and the classroom. The study specifically examines examples of women's language and how this language affects student response in the classroom. The participants were 20 students at an academic magnet school in a metropolitan area in the southeastern United States and their teacher. Five variables have been identified as characteristic of women's language--politeness, gestures, intonation, praise/saving face for others, and tag questions--and were used to evaluate the language of a female teacher in an Algebra II classroom.
Updated: Jan. 02, 2011
This paper focuses on students’ perceptions of gender relations in school over the last three decades. The analysis is based on data from three inquiry surveys in Swedish secondary schools. The article compares how young students (a) perceive the behaviour of boys and girls in a classroom situation, (b) value different aspects of family and work in their future lives, and (c) experience the power relations between girls/women and boys/men.
Updated: Oct. 29, 2010
This research examines perceptions of special education teachers pertaining to mathematics instruction as learners and teachers throughout a semester-long mathematics methods course. The participants were eighteen alternate-entrant special education teachers who were enrolled in the required elementary school mathematics methods course for their program of study. Data were collected via mathematics autobiographical narratives, recollections of the participants’ experiences as K-12 learners of mathematics, and information pertaining to elements of their ideal mathematics classroom.
Updated: Aug. 29, 2010
A New Look at Preservice Teachers' Conceptions of Classroom Management and Organization: Uncovering Complexity and Dissonance
This study examines preservice teachers' conceptions of classroom organization and management in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions through an open-ended questionnaire. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management.
Updated: Jun. 22, 2010
This study examines how the author’s experience as a classroom teacher shaped the pedagogical decisions which the author made during his first semester as a university supervisor. Furthermore, this self-study provides an insider’s account of the author’s practice as a novice university supervisor. The findings suggest that the author constructed a pedagogy of field-based teacher education. This pedagogy was guided by a rationale which the author terms in loco paedagogus, whereby the author instructs students based on how the author would react in a similar situation.
Updated: Jun. 20, 2010
This study examines the relationships among school composition, several aspects of school and classroom context, and students’ literacy skills in science. School composition is also associated with the extent to which school systems are segregated “horizontally,” based on the distribution among schools of students from differing SES backgrounds, or “vertically,” due mainly to mechanisms that select students into different types of schools. The findings have implications for educational policy that concern the differential allocation of human and material resources and the stratification of students into different types of schools and school programs.
Updated: May. 26, 2010
This article reports on a longitudinal ethnographic study of beginning primary school teachers in rural and regional Victoria, Australia. The study uses a conceptual framework of place and workplace learning. The authors found that the space of the classroom was the dominant site of learning to become a teacher for the new teachers in this study. This learning was understood through the discourse of classroom management.
Updated: May. 09, 2010
This article grapples with the notion of 'autobiography as performance'. It specifically deals with the notion in relation to classroom narratives around Lather's 'ontological stammering' and Cavarero's 'the necessary other' played out under the practitioner-researcher's gaze. The article examines the shifting landscape of higher education, fraught with tensions as discourses of economic rationality and seem laced with expectations of teachers to be able to embrace all the possibilities that lie within diverse classroom 'realities'.
Updated: Aug. 31, 2009
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
The authors describe a model of the prosocial classroom. This model highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. The model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.
Updated: May. 21, 2009