Situated Practice: A Reflection on Person-Centered Classroom Management

Autor/in	Doyle, Walter
Titel	Situated Practice: A Reflection on Person-Centered Classroom Management
Quelle	In: Theory Into Practice, 48 (2009) 2, S.156-159 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Classroom Techniques; Classroom Environment; Educational Practices; Learner Engagement; Student Centered Curriculum; Teaching Methods; Reflection; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Klassenführung; Klassenklima; Unterrichtsklima; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	This article provides a situated perspective on the person-centered classroom management practices described in this issue, in order to highlight the special contribution these practices make to sustaining meaningful student engagement in classroom activity. Building on Paul Gump's efforts to conceptualize the classroom environment, the discussion focuses especially on understanding the programs of action embedded in activities as central elements in establishing and sustaining productive classroom order. Because these action systems are jointly constructed by teachers and students, person-centered practices have enormous power for engaging students in classroom events. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10