Teacher communication, student identity and classroom participation
Ewing, Bronwyn F. (2004) Teacher communication, student identity and classroom participation. In McWilliam, Erica, Danby, Susan, & Knight, John (Eds.) Performing educational research : theories, methods and practices. Post Pressed, Flaxton, Qld., pp. 137-150.
This paper draws on research in progress with early school leavers and non-completers of schooling to argue that mathematics classrooms can be usefully considered as communities of practice. In these communities of practice, social relationships are negotiated and identities are formed which can be critical for these students’ long term success or failure in learning mathematics. In such social settings, processes of participation and non-participation are crucial to the construction of group and individual identities, and the social skills of the teacher and her ability to communicate and engage effectively with such students can be as important as her knowledge of content.
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|Item Type:||Book Chapter|
|Keywords:||teacher communication, identity, participation, non, participation, secondary mathematics, communities of practice, learning communities, transmission model, didactic teaching, early school leavers, non, completers of school|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Creative Industries Faculty
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2004 Post Pressed|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||25 Jan 2005 00:00|
|Last Modified:||25 Mar 2013 08:07|
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