Viewing Classroom Discipline as Negotiable Social Interaction: A Communities of Practice Perspective

Autor/in	Pane, Debra Mayes
Titel	Viewing Classroom Discipline as Negotiable Social Interaction: A Communities of Practice Perspective
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 1, S.87-97 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.05.002
Schlagwörter	Discipline; Behavior Problems; Interpersonal Relationship; Interaction; Student Behavior; Classroom Techniques; Urban Schools; Social Attitudes; Student Participation; Classroom Environment; Communities of Practice + Suchen Sie Ihr Suchwort? Disziplin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Student behaviour; Schülerverhalten; Klassenführung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Social attidude; Soziale Einstellung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassenklima; Unterrichtsklima; Community
Abstract	Classroom discipline is a major concern of American teachers and why many leave teaching. A conventional view of learning is so deeply interrelated with schooling in the American culture it also drives the view of discipline, especially in urban contexts where students are disproportionately failed and excluded by the mainstream educational system. The purpose of this paper is to propose a critical social practice view of learning as defined by legitimate peripheral participation (LPP), providing a communities of practice framework to guide future research that sets out to transform conventional views of learning, particularly within the context of classroom discipline. (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10