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ERIC Number: EJ857771
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-0040-5841
Studio Based Learning: Proposing, Critiquing, Iterating Our Way to Person-Centeredness for Better Classroom Management
Brocato, Kay
Theory Into Practice, v48 n2 p138-146 2009
This article relates how the proposing, critiquing, iterating process of studio-based learning (SBL) provides for person-centered classroom management. SBL is defined in connection to how the pedagogy works within a school of architecture. Then, a description of how the approach is applied to one course in a teacher education program is offered. The model is important to person-centered classroom management because it positions teacher candidates as the person being centered on in the course and as a professional who will be called on to manage a classroom in more person-centered ways. Survey data and discourse analyses provide evidence of how SBL practices can bring about more person-centered thinking about classroom management. Evidence reveals that the propose-critique-iterate process of SBL allows teacher candidates to better understand the connection between person-centeredness and SBL and, ultimately, classroom management. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A