Building on three qualitative studies in grades four through twelve, The Charged Classroom examines the deeply embedded tensions, escalating pressures, and exciting possibilities of the contemporary American public school classroom.
Building on three qualitative studies in grades four through twelve, The Charged Classroom examines the deeply embedded tensions, escalating pressures, and exciting possibilities of the contemporary American public school classroom.
Judith L. Pace is Associate Professor and Chair of the Teacher Education Department at the University of San Francisco, USA.
Inhaltsangabe
Preface Chapter One A Theoretical Model of the Charged Classroom Chapter Two Researcher Identity and Research Projects Chapter Three Academic Expectations Chapter Four Discussion of Provocative Topics Chapter Five Curricular Demands Chapter Six Pressures and Possibilities in World History Chapter Seven Conclusions and Implications
Preface Chapter One A Theoretical Model of the Charged Classroom Chapter Two Researcher Identity and Research Projects Chapter Three Academic Expectations Chapter Four Discussion of Provocative Topics Chapter Five Curricular Demands Chapter Six Pressures and Possibilities in World History Chapter Seven Conclusions and Implications
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