NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
ERIC Number: EJ680008
Record Type: Journal
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0161-4681
Revisiting Classroom Authority: Theory and Ideology Meet Practice.
Pace, Judith L.
Teachers College Record, v105 n8 p1559-1585 Oct 2003
Draws on an interpretive study of classroom authority relations in a U.S. metropolitan high school to describe and analyze the character of these relations and their connection to social theory and educational ideologies. Results reveal that conservative, bureaucratic, progressive, and radical positions all contribute to commonsense understandings, or taken for granted notions, that produce confused and shifting enactments of classroom authority. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A