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- catalog abstract ""In this book, Mary Phillips Manke explores an interactive, constructivist theory of classroom power relations through ethnographic studies of three elementary school classrooms. Contrary to the common assumption that the teacher is the source of classroom power, this book is based on a thoughtful theorizing of classroom power relations, which views power as arising from interaction between students and teachers and as being jointly constructed by all participants." "Classroom Power Relations will be of interest to those concerned with the daily workings of classrooms, those seeking to understand power relations from a theoretical viewpoint, as well as all others concerned with the questions it explores:" "How do teachers organize time and space in classrooms as part of their contribution to the development of classroom power relations? What kinds of discourse choices do they make, and why? How do students contribute to defining what will count as classroom knowledge? How do they resist reacher agendas as they play their part in constructing classroom power relations?"--Jacket.".
- catalog contributor b10361007.
- catalog created "1997.".
- catalog date "1997".
- catalog date "1997.".
- catalog dateCopyrighted "1997.".
- catalog description ""In this book, Mary Phillips Manke explores an interactive, constructivist theory of classroom power relations through ethnographic studies of three elementary school classrooms. Contrary to the common assumption that the teacher is the source of classroom power, this book is based on a thoughtful theorizing of classroom power relations, which views power as arising from interaction between students and teachers and as being jointly constructed by all participants." "Classroom Power Relations will be of interest to those concerned with the daily workings of classrooms, those seeking to understand power relations from a theoretical viewpoint, as well as all others concerned with the questions it explores:" "How do teachers organize time and space in classrooms as part of their contribution to the development of classroom power relations? What kinds of discourse choices do they make, and why? How do students contribute to defining what will count as classroom knowledge? How do they resist reacher agendas as they play their part in constructing classroom power relations?"--Jacket.".
- catalog description "Includes bibliographical references (p. 164-166) and indexes.".
- catalog description "Narratives of classroom life -- Teachers and students constructing power relations.".
- catalog extent "x, 170 p. ;".
- catalog identifier "0805824960 (pbk. : acid-free paper)".
- catalog issued "1997".
- catalog issued "1997.".
- catalog language "eng".
- catalog publisher "Mahwah, N.J. : Lawrence Erlbaum Associates,".
- catalog spatial "United States".
- catalog subject "371.102/3 21".
- catalog subject "Classroom environment United States Case studies.".
- catalog subject "Interaction analysis in education Case studies.".
- catalog subject "Interaction analysis in education United States Case studies.".
- catalog subject "LB1033 .M2123 1997".
- catalog subject "Teacher-student relationships United States Case studies.".
- catalog tableOfContents "Narratives of classroom life -- Teachers and students constructing power relations.".
- catalog title "Classroom power relations : understanding student-teacher interaction / Mary Phillips Majke.".
- catalog type "Case studies. fast".
- catalog type "text".