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This book describes and analyzes authority relationships in
classrooms through explorations of theory, prior research, and
contemporary qualitative studies. The emphasis is on the social
construction of authority and the crucial role authority plays in
K-16 teachers' pedagogy and students' academic engagement and
achievement.
The introductory chapter grounds the reader in social theory on
authority; presents groundbreaking qualitative studies of classroom
authority; describes ideological debates over authority in schools;
and discusses implications for research, practice, and policy. Six
field-based qualitative studies illuminate the dynamics of
authority across a spectrum of K-12 and college settings. These
studies feature a variety of methodologies, theoretical lenses, and
interpretive perspectives that the authors use to gather and
analyze data. The emphasis in all the chapters is on the nature,
negotiation, and implications of authority relations between
teachers and students. The epilogue pulls the book together by
elucidating new findings and vital themes that expand the reader's
vision of what classroom authority means, how it is constructed,
and why it is so important.
This book seeks to revitalize dialogue and research on classroom
authority with attention to the contextual factors that bear on its
social construction. It is aimed at teacher educators, scholars,
policymakers, students of education, and practitioners who seek
empirically based understanding of authority that is inextricably
connected to classroom life and ultimately to the larger issues of
educational quality and democracy in schools and society.
This book describes and analyzes authority relationships in
classrooms through explorations of theory, prior research, and
contemporary qualitative studies. The emphasis is on the social
construction of authority and the crucial role authority plays in
K-16 teachers' pedagogy and students' academic engagement and
achievement.
The introductory chapter grounds the reader in social theory on
authority; presents groundbreaking qualitative studies of classroom
authority; describes ideological debates over authority in schools;
and discusses implications for research, practice, and policy. Six
field-based qualitative studies illuminate the dynamics of
authority across a spectrum of K-12 and college settings. These
studies feature a variety of methodologies, theoretical lenses, and
interpretive perspectives that the authors use to gather and
analyze data. The emphasis in all the chapters is on the nature,
negotiation, and implications of authority relations between
teachers and students. The epilogue pulls the book together by
elucidating new findings and vital themes that expand the reader's
vision of what classroom authority means, how it is constructed,
and why it is so important.
This book seeks to revitalize dialogue and research on classroom
authority with attention to the contextual factors that bear on its
social construction. It is aimed at teacher educators, scholars,
policymakers, students of education, and practitioners who seek
empirically based understanding of authority that is inextricably
connected to classroom life and ultimately to the larger issues of
educational quality and democracy in schools and society.
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