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Community in the classroom: Knowing...

Gessner, Barbara Helen.

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Community in the classroom: Knowing and being known.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Community in the classroom: Knowing and being known./
作者:	Gessner, Barbara Helen.
面頁冊數:	275 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0897.
Contained By:	Dissertation Abstracts International62-03A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3009374
ISBN:	0493185895

Community in the classroom: Knowing and being known.
Gessner, Barbara Helen.

Community in the classroom: Knowing and being known. - 275 p.

Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0897.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2001.

Community in the classroom is defined as a group of people coming together in relationship with each other and with a subject of learning for the purpose of knowing and being known. In this way, the individuals are united not only with one another, but also with the course content as another entity in this learning community. Throughout their time together, they will increase their knowledge of one another, the subject, as well as themselves.

ISBN: 0493185895Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Community in the classroom: Knowing and being known.
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500 $a Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0897.
500 $a Chair: Helane S. Rosenberg.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2001.
520 $a Community in the classroom is defined as a group of people coming together in relationship with each other and with a subject of learning for the purpose of knowing and being known. In this way, the individuals are united not only with one another, but also with the course content as another entity in this learning community. Throughout their time together, they will increase their knowledge of one another, the subject, as well as themselves.
520 $a This study explored the development of community within the classrooms of five exemplary secondary social studies teachers in distinct geographic and demographic situations: two rural, one small suburban, one large suburban, and one urban setting. The major emphasis was to determine to what extent each of these teachers sought to build community within their classrooms and what actions on their part contributed to such an end.
520 $a The research was qualitative analysis of the descriptive type guided by Strauss and Corbin's Grounded Theory (1990), which inductively arose from the data through a process of systematic coding and analysis. Data were collected through a series of six observations within each classroom over the period of one semester as well as through several open-ended interviews with the individual teachers. The interviews were designed to elicit the motives for the teachers' actions in the classroom.
520 $a A condition of community as previously defined did, in fact, come about in each of the five different situations, although very distinct in both quality and intensity. The resulting condition of unity occurred in both social and academic modes, with the academic being the benchmark of the community specified. Situations with a balance of both gave the students a model of relationship with each other to facilitate their associating more intensely with the subject as well.
520 $a These exemplary teachers all taught according to their own personalities and preferences, in a natural style. Qualities that contributed to the development of community included: a hospitable learning environment, freedom with set boundaries, and the use of diverse methods of information delivery, processing, and debriefing, with an emphasis on applying the content learned.
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