Literaturnachweis - Detailanzeige
Autor/in | Abrams, Sandra Schamroth |
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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 |
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 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). |
Anmerkungen | Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/elea |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |