Dancing in the Hall

Autor/in	Schneier, Lisa
Titel	Dancing in the Hall
Quelle	In: Interchange: A Quarterly Review of Education, 49 (2018) 1, S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneier, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-018-9318-5
Schlagwörter	Learner Engagement; Attention; Teaching Methods; Research Methodology; High School Students; Grade 9; Secondary School Mathematics; Mathematics Skills; Problem Solving; Word Problems (Mathematics); Mathematics Activities; Mathematics Instruction; Fractions; Multiplication + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Research method; Forschungsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Textaufgabe; Mathematics lessons; Mathematikunterricht; Bruchrechnung; Multiplikation
Abstract	Originally written 30 years ago, this paper is an analysis of the central challenge of schooling--that of engaging fully the powers of students' minds in classroom learning. This challenge maintains its relevance today. The work of engaging what John Dewey referred to as students' "inner attention" becomes the focus of an investigation of students' current ideas in a variety of subject matters. This investigation reveals areas in which their ideas diverge from the established curriculum. It uses the methodology of Critical Exploration, which was developed by Eleanor Duckworth as a teaching and research methodology that both reveals learners' ideas and encourages their active creation of meaning. This methodology provides students with rich and complex curriculum materials for their own manipulation; it also provides them the freedom to express, however tentatively, their ideas, to take them seriously, and to follow them through. As a result of these studies of learning, I put forward the view that a significant part of the responsibility for students' alienation from classroom learning lies with a conception of knowledge, often reflected in curriculum, that is too rigid to take their ideas into account. I elaborate this view in an analysis of the aspects of particular subject matters that alienate students if the students are not given adequate ways of entering them. I make the case that these same complexities can be used as compelling invitations into deeper knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01