Metaphors Frame Classroom Cultures that Can Empower Students

Autor/in	Aspinwall, Leslie
Titel	Metaphors Frame Classroom Cultures that Can Empower Students
Quelle	In: Middle School Journal (J3), 40 (2008) 2, S.26-32 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Figurative Language; Teaching Methods; Teacher Attitudes; School Culture; Classroom Environment; Mathematics Instruction; Middle School Teachers; Teacher Role; Student Empowerment; Teaching Styles; Cooperative Learning; Urban Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schulkultur; Schulleben; Klassenklima; Unterrichtsklima; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Studienberechtigung; Lehrstil; Unterrichtsstil; Kooperatives Lernen; Stadtteilbezogenes Lernen
Abstract	The purpose of this article is to probe teacher beliefs about the cultures and curricula of mathematics classroom. By examining the case of a teacher in New York City--his teaching practices and the resulting learning environment fostered there--certain pedagogical and epistemological beliefs can be highlighted. The author first examines some polar beliefs concerning teaching and learning middle school mathematics. The author then explores what she means by the "culture of a classroom" by applying Lakoff and Johnson's (1980) framework for metaphorical reasoning (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10