Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts

Cornelius, Lindsay L.; Herrenkohl, Leslie Rupert

doi:10.1207/s1532690xci2204_4

Cited by 135 publications

(82 citation statements)

References 30 publications

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“…The student's understanding of science, and standing in relationship to it, is shaped by whose voices are heard and respected in the classroom, how students are organized to participate in class activities, and what sorts of tasks are typical and valued [19]. Another critical aspect is what sources of content are seen as sanctioned and to be relied upon for use in argumentation [20] [21].…”

Section: Introductionmentioning

confidence: 99%

“…Hawkins [22] described the teacher, the student, and the content matter or natural phenomena under investigation in the classroom, as the key voices in classroom discourse. Curriculum and other mediating materials can play a role by reinforcing one of the voices other than the teacher's, or by representing an independent voice to be considered in relation to the rest [19] [21]. Therefore, as with so many digital tools, teachers are typically faced with a complex interpretive and practical challenge in understanding the intent of the curriculum, the affordances of the digital environment, and the environment's degree of alignment with his or her pedagogical philosophy and curricular goals.…”

Section: Introductionmentioning

confidence: 99%

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Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

Puttick¹,

Drayton²,

Karp

2015

Int. J. Emerg. Technol. Learn.

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Abstract-With greater online access and greater use of computers and tablets, educational materials are increasingly available digitally, and are soon predicted to become the standard for science classrooms. However, researchers have found that institutionalized structures and cultural factors in schools affect teacher uptake and integration of technology. Findings are sparse that detail the complexities of how teachers actually incorporate technology in their teaching as they negotiate the introduction of a new and potentially disruptive innovation. With respect to a digital curriculum in particular, teachers can be unclear about their role vis-avis the curriculum, as the "computer" potentially becomes an alternative source of authority in the classroom, and this can mean that the teacher is no longer in control. This paper reports on the implementation of two units of an innovative environmental science program, Biocomplexity and the Habitable Planet, as a digital curriculum. We discuss some of the lessons learned about the mix of challenges, anticipated and unanticipated, that confronted four high school teachers as they implemented the curriculum in their classrooms. We suggest that developers and users of digital curricula pay particular attention to how they envision where the authority for teaching and learning in the classroom should reside.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

Puttick¹,

Drayton²,

Karp

2015

Int. J. Emerg. Technol. Learn.

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“…That is, teachers' beliefs and theories about teaching are thought to mediate teachers' actions and behaviors, which in turn model students' behavior and academic performance (Elias & Mace, 2005). Power and relations in the classroom are therefore structured around what the teacher thinks a classroom should be, and how he/ she behaves in the classroom (Brantlinger, Morton, & Washburn, 2000;Buzzelli & Johnston, 2001;Cornelius & Herrenkohl, 2004;Elias & Mace, 2005).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Beliefs, Teachers’ Goals and Teachers’ Classroom Management: A Study with Primary Teachers // Crenças, objectivos e gestão de sala de aula: Um estudo com professores do Ensino Primário

Lopes¹,

Santos

2012

REV PSICODIDACT

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Teachers' beliefs and teachers' practices tend to fit together. However exceptions seem to be significant. This study, carried out with primary teachers (N = 279), explores the relation of teachers' classroom management beliefs to teachers' classroom goals and teachers' practices. A cluster analysis identified three distinct teaching beliefs' profiles: teacher-centered, student-centered and ambivalent/inconsistent. Clusters somehow overlap in the teaching goals they most value but some striking differences are also apparent. Classroom reported practices clearly differentiate clusters. Somehow surprisingly almost a quarter of participants are ambivalent/inconsistent. For these teachers the mismatch between teaching beliefs, teaching goals and classroom practices seems to elicit some puzzling behaviors (e. g. "humiliating students in classroom that show inappropriate behaviors") that deserve further research. Keywords:Teachers' beliefs, instruction, classroom management, classroom disruption, teaching styles. ResumoAs crenças e práticas dos professores tendem a ser congruentes. Contudo, existem excepções significativas. Este estudo, realizado com professores do ensino primário, explora a relação entre crenças dos professores acerca da gestão de sala de aula e objectivos e práticas dos professores em sala de aula. Uma análise de clusters permitiu-nos identificar três perfis distintos de ensino: centrado no professor, centrado no aluno e ambivalente/inconsistente. Verifica-se alguma sobreposição nos objectivos de ensino mais valorizados por cada um dos grupos mas existem igualmente diferenças marcantes, sendo surpreendente que quase um quarto dos participantes seja ambivalente/inconsistente. Este desencontro entre crenças de ensino, objectivos de ensino e práticas de sala de aula parece elicitar alguns comportamentos perturbantes nos nossos participantes (e. g. «humilhar os alunos que se comportam mal na sala de aula») que merecem ser mais extensivamente investigados. Palavras-chave:Crenças dos professores, instrução, gestão de sala de aula, perturbação da aula, estilos de ensino.

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“…When students' ideas are central to instruction, students demonstrate enhanced conceptual understanding [4][5], experience rich opportunities to engage in scientific explanation-building and argumentation [6][7], and are more likely to see themselves as capable of and interested in doing science [8][9].…”

Section: Introductionmentioning

confidence: 99%

The Role of Affect in Sustaining Teachers' Attention and Responsiveness to Student Thinking

Richards¹

2014

2013 Physics Education Research Conference Proceedings

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Attending and responding to the substance of students' scientific thinking is an important aspect of reformoriented science teaching. Explanations of why teachers do or do not focus on student thinking have largely centered on elements of teachers' cognition, such as whether teachers have the skills required to engage in this sort of teaching or conceptualize their teaching in conducive ways. In this paper, I analyze two classroom episodes in which teachers' in-themoment affective experiences seemed to play a role in sustaining their attention and responsiveness to student thinking. I explore the nature and role(s) of the teacher's affect in each case, concluding with a call for continued work along these lines as we seek to understand more about what influences teachers' attention and responsiveness to students' ideas.

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Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts

Cited by 135 publications

References 30 publications

Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

Teachers’ Beliefs, Teachers’ Goals and Teachers’ Classroom Management: A Study with Primary Teachers // Crenças, objectivos e gestão de sala de aula: Um estudo com professores do Ensino Primário

The Role of Affect in Sustaining Teachers' Attention and Responsiveness to Student Thinking

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