ERIC Number: EJ857761
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 27
Authoritative Classroom Management: How Control and Nurturance Work Together
Walker, Joan M. T.
Theory Into Practice, v48 n2 p122-129 2009
Despite broad recognition that teaching excellence requires meeting students' intellectual and social needs, teachers struggle to manage--and learning theory struggles to explain--the interplay between the academic and social dimensions of classroom life. Drawing from research on parenting and child development, the author offers parenting style theory as an explanatory framework. The author begins by describing the two primary dimensions of parenting style (control and nurturance) and the influence of various styles on children's learning and development. The author then discusses the two primary channels whereby style functions, using case studies of three classrooms to illustrate how control and nurturance interact to influence student engagement and learning. Finally, the author argues that because this theory is intuitive, robust, and comprehensive, it is an important vehicle for advancing understanding of teacher influence on student outcomes and school improvement efforts.
Descriptors: Classroom Techniques, Learning Theories, Parenting Styles, Teacher Influence, Child Development, Classroom Environment, Educational Improvement, Theory Practice Relationship, Teacher Student Relationship, Learner Engagement, Educational Practices
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Authoring Institution: N/A