The Classroom Crucible

Focus on the Language Classroom

1991-04-25

2.1 The classroom is the crucible The classroom , as the term is used in this particular research tradition , has been defined as ' the gathering , for a given period of time , of two or more persons ( one of whom generally assumes the ...

Author: Richard Allwright

Publisher: Cambridge University Press

ISBN: 0521269091

Category: Foreign Language Study

Page: 276

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The authors set out to define the aims, principles and objectives of recent research into what exactly happens in the language classroom, to describe the findings of this work, and to relate these to teaching practice.

1991-05-19

If we are to improve the schools , we must elicit new information about the success or failure of individual classrooms — and use that information as the basis for our actions . The best sources of information on classrooms are teachers ...

Author: Edward Pauly

Publisher:

ISBN: UOM:39015019436511

Category: Education

Page: 264

View: 179

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Teacher Professional Development in Changing Conditions

2005-12-14

CRUCIBLE. OF. THE. CLASSROOM. A learning environment for teachers or a site of crucifixion? Les Tickle 1 INTRODUCTION “But the most influential aspect of ecologies of practice seemed to be the crucible of classroom experience.

Author: Douwe Beijaard

Publisher: Springer Science & Business Media

ISBN: 9781402036996

Category: Education

Page: 364

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This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote addresses of the conference, while Parts 2 through 4 present selected papers related to each of three sub-themes: knowledge construction and learning to teach, perspectives on teachers’ personal and professional lives, and teachers’ workplace as context for learning. The chapters in this book provide an array of approaches to understanding the process of teacher learning within the current context of the changing workplace environment. They also provide an important international perspective on the complex issues revolving around the international educational reform movement. Basically, they show how teachers’ workplace (inside and outside schools) are more than ever subject to continuous change and that, subsequently, standards for teaching must be flexible to these changing conditions. This asks for a redefinition of teacher professionalism in which the role of context in teacher learning is emphasized as well as the improvement of the quality of teacher thinking and learning. Related to the ever-changing context of teaching, a dynamic approach to teaching and teacher learning is required, in which identity development is crucial. Researchers have an important role to play in revealing and explaining how teachers can build their professional identity, through self-awareness and reflection, in the ever-changing educational contexts throughout the world.

Classroom Management in Language Education

2005-08-10

Classrooms as 'ecologies' An ecological view of classrooms amalgamates cultural and community of practice perspectives. The classroom is at the centre of the formal educational context, as Gaises' 'crucible' metaphor aptly reminds us.

Author: T. Wright

Publisher: Springer

ISBN: 9780230514188

Category: Education

Page: 497

View: 894

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A book that develops an understanding of practices at the very centre of language education - the classroom. It is written for postgraduate students in Applied Linguistics and Education, and practitioners, whether in TESOL or other language teaching, In Part 1 the author explores key concepts in unpacking the complexity of classroom life. In Part 2 existing research and practice are examined through a series of research case studies. Part 3 provides a template for research activity and suggestions for projects and methodologies, and Part 4 collects resources for readers keen to follow up the themes developed in the book.

Classroom Power Relations

1997-08

the students, she had some qualms about the way they used it, but at the same time saw its positive effects on learning as strong enough to justify her risk taking. • Pauly, E. (1991). The classroom crucible: What really works, ...

Author: Mary Manke

Publisher: Routledge

ISBN: 9781135687007

Category: Education

Page: 183

View: 118

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This book is based on a careful theorizing of classroom power relations that sees them as constructed from the actions of all participants. Contrary to the common assumption that the teacher is the source of classroom power, it sees that power as arising from the interaction between students and teachers. If power is owned by the teacher, she is completely responsible for events in the classroom, whether or not she chooses to share her power/control/authority with the students. If, as this book claims, power is the joint creation of all participants, teachers are freed from an excessive and damaging weight of responsibility for classroom events and outcomes. The shared responsibility between students and teachers for what happens in the classroom is brought to light. Based on an ethnographic study of three elementary classrooms, this book offers a careful look at the workings of classroom power. It is of interest both to those seeking to understand power relations from this theoretical viewpoint and to those whose concern is with the daily workings of classrooms, often called classroom management. Questions explored in this book include: * 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, and how do they resist teacher agendas as they play their part in constructing classroom power relations?

Differentiating the High School Classroom

2006

The classroom crucible: What really works, what doesn't and why. New York: Basic Books. Perry, N. (1998). Young children's self-regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715–729.

Author: Kathie F. Nunley

Publisher: Corwin Press

ISBN: 9781412917162

Category: Education

Page: 169

View: 685

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Discusses the importance of individualized instruction and how teachers can use creative solutions to overcome common problems in differentiated education.

Handbook of Research on Assessment Literacy and Teacher Made Testing in the Language Classroom

2018-11-23

In addition, there is much in the classroom crucible that provides excellent opportunities for implementing best assessment practices to enable us to teach and assess better, and promote and measure student learning as we do so.

Author: White, Eddy

Publisher: IGI Global

ISBN: 9781522569879

Category: Education

Page: 410

View: 436

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The evaluation of student performance and knowledge is a critical element of an educator’s job as well as an essential step in the learning process for students. The quality and effectiveness of the evaluations given by educators are impacted by their ability to create and use reliable and valuable evaluations to facilitate and communicate student learning. The Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom is an essential reference source that discusses effective language assessment and educator roles in evaluation design. Featuring research on topics such as course learning outcomes, learning analytics, and teacher collaboration, this book is ideally designed for educators, administrative officials, linguists, academicians, researchers, and education students seeking coverage on an educator’s role in evaluation design and analyses of evaluation methods and outcomes.

Crucibles

2012-07-12

His summer vacation had rushed by, and Langmuir must return to the comparative monotony of the classroom at Stevens. He had not discovered the cause of emission of the tremendous volumes of gases, but he suspected the reason.

Author: Bernard Jaffe

Publisher: Courier Corporation

ISBN: 9780486141848

Category: Science

Page: 384

View: 232

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Classic popular account of the great chemists Trevisan, Paracelsus, Avogadro, Mendeléeff, the Curies, Thomson, Lavoisier, and others, up to A-bomb research and recent work with subatomic particles. 20 illustrations.

Education Reform

2002

In his seminal book The Classroom Crucible (1991) Pauly has well described how psychologically, interpersonally, and socially complicated the classroom context is and, therefore, how it suffuses the learning of everyone.

Author: Seymour B. Sarason

Publisher: Teachers College Press

ISBN: 9780807775295

Category: Education

Page: 293

View: 677

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The Omnipotent Presence and Power of Teacher Student Transactional Communication Relationships in the Classroom

2017-01-12

Edward Pauly (1991) in his book: The Classroom Crucible, What really works, what doesn't, and why, said several things I'd like to point out: Power is the ability to shape events to one's ...

Author: Frederick Douglass H. Alcorn

Publisher: Springer

ISBN: 9789463006187

Category: Education

Page: 138

View: 685

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This work provides a forthright critical discussion aimed at providing salient insights into the quiet and under-realized transactional nature of education, schooling, teaching, student participation, and learning.The work is based upon five major interacting premises regarding the role, nature, and relationship between transactional communication and equity pedagogy, which place opportunities to teach and learn in flux. Throughout this book the topic/issue of transitional communication’s critical role serves as the unifying source regarding the transdisciplinary nature of the information and perspectives presented 90 plus percent of activities which occurs in the classroom involves the social-perception experiences of interpersonal-cultural communication, pre-dispositions and inclinations, regarding power and felt empowerment, and one’s lived positionality experiences.Transactional communicative awareness, critical reflection, and cultural responsiveness enhances equality of opportunities to teach and learn in view of the demands ensured during a course of study or term of study.

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Focus on the Language Classroom