Peer Review and Nuanced Power Structures: Writing and Learning within the Age of Connectivism

Autor/in	Abrams, Sandra Schamroth
Titel	Peer Review and Nuanced Power Structures: Writing and Learning within the Age of Connectivism
Quelle	In: E-Learning and Digital Media, 10 (2013) 4, S.395-406 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.2304/elea.2013.10.4.395
Schlagwörter	Peer Evaluation; Power Structure; Special Education; English Instruction; Electronic Learning; Middle School Students; Middle School Teachers; Writing (Composition); Student Empowerment; Interviews; Observation; Qualitative Research; New York + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; English langauage lessons; Englischunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schreibübung; Studienberechtigung; Interviewing; Interviewtechnik; Beobachtung; Qualitative Forschung
Abstract	Through a Foucauldian lens, this article examines the affordances and constraints of an online peer-review program in four special education English language arts classes in two New York City middle schools. Data from classroom observations, teacher interviews, and online student spaces and artifacts provide insight into the technologies of power that ultimately supported the emergence of students' voices. The negotiated and disrupted power structures within the online writing space are central to the discussion of paradigmatic shifts and flexible student-driven learning opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10