ERIC Number: ED446922
Record Type: RIE
Publication Date: 1999-Mar
Breaking the Pedagogic Contract: Teachers' and Students' Voices.
Hildebrand, Gaell M.
When teachers try to dramatically change the "pedagogic contract" - the prevailing classroom norms - their efforts are frequently met by resistance from students. My central question is: what do students' and teachers' voices tell us about breaking the pedagogic contract through the use of creative/imaginative writing in science classrooms? This paper draws only on the analyzed interviews of five teachers and twelve students from their schools. It will show that it takes considerable strategic effort on the part of teachers to establish a new pedagogic contract. These teachers addressed resistance by being explicit about purposes, classroom processes and assessment practices. The voices of these students illustrate that the efforts of their teachers have been instrumental in re-framing the boundaries of the pedagogic contract: students will accept a shift in pedagogy if they can see a pay-off for themselves in terms of their learning outcomes and/or their enjoyment of the learning experience. (Contains 43 references.) (Author/ASK)
Descriptors: Constructivism (Learning), Content Area Writing, Educational Change, Elementary Secondary Education, Feminist Criticism, Science Instruction
For full text: http://www.narst.org.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Boston, MA, March 28-31, 1999).