Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research
Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research
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理解课堂权威：理论、意识形态和研究回顾
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
Annette B. Hemmings
中科院分区：
文献类型：
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作者：
Judith L. Pace;Annette B. Hemmings
权威是课堂生活中一个基本的、有问题的、不为人知的组成部分。通过对社会理论、教育思想和学校定性研究的回顾，可以更好地理解课堂权威。社会理论为考察权威的构成要素提供了重要的分析工具，但未能解释权威的可变性和语境影响。对教育意识形态的讨论提供了对辩论、历史背景、政策和改革议程的见解，这些议程塑造了权威政治，而忽视了经验现实。定性研究提出了经验数据和分析的挑战，内在的课堂关系，但，例外情况除外，他们往往缺乏明确的关注权威。需要更多的研究集中在课堂权威作为一种社会建构，以解决当代实践者，政策制定者和研究人员的关键教育问题。
Authority is a fundamental, problematic, and poorly understood component of classroom life. A better understanding of classroom authority can be achieved by reviewing writings on social theory, educational ideology, and qualitative research in schools. Social theories provide important analytical tools for examining the constitutive elements of authority but fall short of explaining its variability and contextual influences. Discussion of educational ideologies offers insights into the debates, historical contexts, and policy and reform agendas that shape the politics of authority while neglecting empirical realities. Qualitative studies present empirical data and analyses on the challenges intrinsic to classroom relations, but, exceptions aside, they often lack explicit attention to authority. More research focused on classroom authority as a social construction is needed to address critical educational concerns for contemporary practitioners, policy makers, and researchers.