Search results for: Classroom environment
Page 4/4 33 items
This study is a review of research on the association between student engagement and activity structure. In interpreting the evidence, the authors focus on studies of classroom discourse—particularly studies of dialogic and scaffolding instruction, which illustrate variability in the effects of whole-class instruction on student engagement.The authors find no conclusive evidence of a link between whole-class instruction and disengagement among low-achieving students.
Updated: Mar. 16, 2009
In this paper, some of the ways in which thinking about chaos theory can help teachers and student-teachers to accept uncertainty and randomness as natural conditions in the classroom are considered. The author suggests that teacher educators should help students to accept the complexity and unpredictability of teaching as natural conditions and become 'agents of chaos' in the classroom.
Updated: Feb. 02, 2009
In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., Cochran-Smith & Lytle, 1999; Lytle & Cochran-Smith, 1992; Schultz, 2003).
Updated: Apr. 08, 2008