東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Standards up for grabs: The negotiat...

Rosenblum, Randi.

FindBook

Google Book

Amazon

博客來

Standards up for grabs: The negotiation of responsibility, authority, and flexibility at an urban public college.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Standards up for grabs: The negotiation of responsibility, authority, and flexibility at an urban public college./
作者:	Rosenblum, Randi.
面頁冊數:	235 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3263.
Contained By:	Dissertation Abstracts International66-09A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3188783
ISBN:	9780542316807

Standards up for grabs: The negotiation of responsibility, authority, and flexibility at an urban public college.
Rosenblum, Randi.

Standards up for grabs: The negotiation of responsibility, authority, and flexibility at an urban public college. - 235 p.

Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3263.

Thesis (Ph.D.)--Columbia University, 2005.

This dissertation examines academic standards as they are set and achieved inside an urban public college (UPC). Drawing on in-depth interviews with 70 students and 30 faculty members, I analyze academic work requirements from the less familiar perspective of teacher-student interaction. Few studies have explored the ways school actors actually understand, make sense of, and act on standards. Rather than stemming from top-down policies implemented uniformly across classrooms, the terms of work that are actually placed on students are under constant negotiation and shaped in important ways by students. Negotiations over the terms of student effort, from rules of classroom propriety to workload and grading practices, are shaped by professors' and students' expectations regarding appropriate and fair standards. In addition, school actors negotiate educational goals, pedagogical styles, role understandings, and the personal resources and institutional conditions that influence their ability to manage the work. This study also describes how standards are negotiated. It shows why and when conflicts arise and how they are resolved, the cues that students and faculty rely on to interpret each other's goals and intentions, and the resources they draw on to control and influence the standards they wish to pursue. It is hoped that by highlighting the unsystematic, informal aspects of standards setting that are relevant to all teachers and students, this study will generate new questions regarding standards and educational attainment.

ISBN: 9780542316807Subjects--Topical Terms:

626654
Education, Sociology of.

Standards up for grabs: The negotiation of responsibility, authority, and flexibility at an urban public college.
LDR:02480nmm 2200277 4500 001 1823229
005 20061128082857.5
008 130610s2005 eng d
020 $a 9780542316807
035 $a (UnM)AAI3188783
035 $a AAI3188783
040 $a UnM $c UnM
100 1 $a Rosenblum, Randi. $3 1912342
245 1 0 $a Standards up for grabs: The negotiation of responsibility, authority, and flexibility at an urban public college.
300 $a 235 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3263.
500 $a Adviser: Kathryn M. Neckerman.
502 $a Thesis (Ph.D.)--Columbia University, 2005.
520 $a This dissertation examines academic standards as they are set and achieved inside an urban public college (UPC). Drawing on in-depth interviews with 70 students and 30 faculty members, I analyze academic work requirements from the less familiar perspective of teacher-student interaction. Few studies have explored the ways school actors actually understand, make sense of, and act on standards. Rather than stemming from top-down policies implemented uniformly across classrooms, the terms of work that are actually placed on students are under constant negotiation and shaped in important ways by students. Negotiations over the terms of student effort, from rules of classroom propriety to workload and grading practices, are shaped by professors' and students' expectations regarding appropriate and fair standards. In addition, school actors negotiate educational goals, pedagogical styles, role understandings, and the personal resources and institutional conditions that influence their ability to manage the work. This study also describes how standards are negotiated. It shows why and when conflicts arise and how they are resolved, the cues that students and faculty rely on to interpret each other's goals and intentions, and the resources they draw on to control and influence the standards they wish to pursue. It is hoped that by highlighting the unsystematic, informal aspects of standards setting that are relevant to all teachers and students, this study will generate new questions regarding standards and educational attainment.
590 $a School code: 0054.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Higher. $3 543175
690 $a 0340
690 $a 0745
710 2 0 $a Columbia University. $3 571054
773 0 $t Dissertation Abstracts International $g 66-09A.
790 1 0 $a Neckerman, Kathryn M., $e advisor
790 $a 0054
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3188783