Understanding a Teacher's Knowledge of Classroom Community
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| Title: | Understanding a Teacher's Knowledge of Classroom Community |
|---|---|
| Language: | English |
| Authors: | Barnett, John, Fallon, Gerald |
| Source: | McGill Journal of Education. 2007 42(1):119-140. |
| Availability: | McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; NOTE: As of the winter issue for 2007 (v.42, n1), this journal will only be available online. Web site: http://mje.mcgill.ca |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 22 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education Grade 1 Primary Education |
| Descriptors: | Elementary School Teachers, Grade 1, Interaction, Computer Mediated Communication, Classroom Environment, Knowledge Base for Teaching, Classroom Research, Teacher Researchers, Interviews, Qualitative Research, Teacher Student Relationship, Cooperative Learning, Trust (Psychology), Group Membership, Power Structure, Ability, Web Sites |
| ISSN: | 0024-9033 |
| Abstract: | Using primarily online interaction, we worked with a grade one teacher to help her develop an understanding of community in her own classroom. Using an interpretive interactionist methodology, we theorized four domains in her view of classroom community: trust, membership, power, and capacity. The teacher's perceived success in creating community suggested the development of an adaptive community coming from a newfound ability to negotiate the contradictions inherent in each domain. (Contains 1 figure.) |
| Abstractor: | Author |
| Number of References: | 44 |
| Entry Date: | 2007 |
| Access URL: | https://mje.mcgill.ca/article/view/973 |
| Accession Number: | EJ768625 |
| Database: | ERIC |
| Abstract: | Using primarily online interaction, we worked with a grade one teacher to help her develop an understanding of community in her own classroom. Using an interpretive interactionist methodology, we theorized four domains in her view of classroom community: trust, membership, power, and capacity. The teacher's perceived success in creating community suggested the development of an adaptive community coming from a newfound ability to negotiate the contradictions inherent in each domain. (Contains 1 figure.) |
|---|---|
| ISSN: | 0024-9033 |
