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Autor/inn/enLampert, Jo; Burnett, Bruce; Comber, Barbara; Ferguson, Angela; Barnes, Naomi
Titel'It's Not about Punitive': Exploring How Early-Career Teachers in High-Poverty Schools Respond to Critical Incidents
QuelleIn: Critical Studies in Education, 61 (2020) 2, S.149-165 (17 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Lampert, Jo)
ORCID (Comber, Barbara)
ORCID (Barnes, Naomi)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1750-8487
DOI10.1080/17508487.2017.1385500
SchlagwörterBeginning Teachers; Poverty; Disadvantaged Schools; Decision Making; Foreign Countries; Classroom Techniques; Low Income Students; High School Teachers; Teacher Effectiveness; Student Behavior; Behavior Problems; High School Students; Australia
AbstractThis article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be 'quality teaching' in context. Through a combination of interviews and observations of teachers "in situ," we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers' work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within 'pastoral', in contrast to 'disciplinarian', discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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