Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry

Autor/inn/en	Lehner, Edward; Johnson, Tonya
Titel	Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry
Quelle	In: Voices of Reform, 5 (2022) 1, S.59-88, Artikel 3 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Dialogs (Language); Classroom Techniques; Stakeholders; Social Studies; Public Schools; Educational Philosophy; Educational Quality; Minority Group Students; Stereotypes; African American Students; Hispanic American Students; Urban Schools; Student Diversity; Student Centered Learning; Nontraditional Education; Student Behavior; Behavior Change; Behavior Problems; Cooperative Learning; Transformative Learning; New York (New York) + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Klassenführung; Gemeinschaftskunde; Public school; Öffentliche Schule; Bildungsphilosophie; Erziehungsphilosophie; Quality of education; Bildungsqualität; Klischee; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Non-traditional education; Alternative Erziehung; Student behaviour; Schülerverhalten; Kooperatives Lernen; Pädagogische Transformation
Abstract	The strict classroom control philosophy often adopted within public schools can have counterproductive effects on students, especially African Diaspora and Latinx students. Public schools should ideally provide quality instruction for all students. Unfortunately, teacher-centered practices reinforce stereotypes that African Diaspora and Latinx students are unruly and need institutionally imposed discipline and management, thereby undermining the mission of equitable educational achievement. Students, especially diverse urban students, would benefit from a shift in classroom management from strict control and discipline to student-centered inclusion and cooperative inquiry. We recommend distributive classroom management and examine the practice in the context of its enactment by stakeholders in one social studies classroom in the East New York Alternative Learning Center. Under this model, students demonstrated distributed classroom management actions that fostered improved classroom behaviors and expressions of group solidarity. Students maintained a fertile learning environment by proposing a distributive management practice during the research period. Additionally, students enacted the same approach in the classroom. The study's findings suggest that teachers and students can integrate standard classroom management rules with transformative stakeholder-directed practices to benefit all participants. (As Provided).
Anmerkungen	Nina B. Hollis Institute for Educational Reform. 421 North Woodland Blvd, DeLand, FL 32723. Tel: 386-822-7081; Web site: https://www.voicesofreform.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01