ERIC Number: ED402287
Record Type: RIE
Publication Date: 1996
Making Room for Students: Sharing Teacher Authority in Room 104.
This publication investigates what happened when a Chicago public school first-grade teacher radically changed her teaching practice and embraced a holistic literary approach. The practice of shifting patterns of control in the classroom and the construction of knowledge in a setting where most children are bilingual is explored. The nine chapters cover: (1) the context of the study; (2) power, knowledge, and shared authority; (3) sharing authority and classroom process; (4) children's initiations during teacher-led read-alouds; (5) sharing authority in student-led read-alouds; (6) negotiating knowledge and process in buddy reading; (7) authorship and authority in individual writing; (8) discourse and authority in teacher-led group writing; and (9) sharing authority in the classroom. Appendices include notes on method and methodology and transcription format. (Contains 137 references.) (ND)
Descriptors: Bilingual Education, Classroom Techniques, Curriculum Development, Oral Reading, Power Structure, Primary Education, Reading Aloud to Others, Reading Instruction, Teacher Student Relationship, Teaching Methods, Theory Practice Relationship, Urban Education, Whole Language Approach, Writing Instruction
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (clothbound: ISBN-0-8077-3546-9; paperback: ISBN-0-8077-3545-0).
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A