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Making Room for Students: Sharing Teacher Authority in Room 104


reviewed by Merle Kennedy & Richard Sawyer - 1997

coverTitle: Making Room for Students: Sharing Teacher Authority in Room 104
Author(s): Celia Oyler
Publisher: Teachers College Press, New York
ISBN: 0807735450, Pages: , Year: 1996
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If teaching were like dancing, going from a traditional to a more progressive style might be like going from a march to a tango: Established moves would become negotiated, the content fluid yet decided, and the transitions complex. Teachers, in attempting a change in teaching approach, face many challenges. For example, their underlying beliefs about teaching and learning may challenge constructivist attempts (Brady, 1982, 1986; Goodman, 1988; Posner, Striken, Hewson, & Gertzog, 1982; Prawat, 1992), while their educational history and assumptions may impede a growth of practice (Wallace & Louden, 1994). Implicit knowledge schemes about disciplines and subject matter may also exert a conservative pull on teaching and learning (Grossman & Stodolsky, 1994; Paule, 1986; Siskin, 1994). This complex process, daunting in even supportive work sites (McLaughlin, 1993), may be underscored by a need for teachers to develop a tolerance for ambiguity and a liking for spontaneity (Doll, 1993). In Making Room for Students: Sharing Teacher Authority in Room 104, Celia Oyler views this complex topic through... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 99 Number 1, 1997, p. 222-226
https://www.tcrecord.org ID Number: 10271, Date Accessed: 12/15/2019 6:39:58 PM

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