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Understanding a Teacher's Knowledge of Classroom Community

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Bibliographic Details
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: PDF
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
FullText Text:
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  Data: Understanding a Teacher's Knowledge of Classroom Community
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Research%22">Classroom Research</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Researchers%22">Teacher Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Membership%22">Group Membership</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Sites%22">Web Sites</searchLink>
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  Data: 0024-9033
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  Data: 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.)
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 119
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Knowledge Base for Teaching
        Type: general
      – SubjectFull: Classroom Research
        Type: general
      – SubjectFull: Teacher Researchers
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Cooperative Learning
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Group Membership
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      – SubjectFull: Power Structure
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      – SubjectFull: Ability
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      – SubjectFull: Web Sites
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    Titles:
      – TitleFull: Understanding a Teacher's Knowledge of Classroom Community
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            NameFull: Fallon, Gerald
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