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The Omnipotent Presence and Power of Teacher-Student Transactional Communication Relationships in the Classroom The So-Called "Post-Race Era" /
This work provides a forthright critical discussion aimed at providing salient insights into the quiet and under-realized transactional nature of education, schooling, teaching, student participation, and learning. The work is based upon five major interacting premises regarding the role, nature, an...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Autor Corporativo: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
SensePublishers : Imprint: SensePublishers,
2016.
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| Edición: | 1st ed. 2016. |
| Colección: | Constructing Knowledge: Curriculum Studies in Action,
|
| Temas: | |
| Acceso en línea: | Texto Completo |
MARC
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| 001 | 978-94-6300-618-7 | ||
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| 008 | 170113s2016 ne | s |||| 0|eng d | ||
| 020 | |a 9789463006187 |9 978-94-6300-618-7 | ||
| 024 | 7 | |a 10.1007/978-94-6300-618-7 |2 doi | |
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| 100 | 1 | |a Alcorn, Frederick Douglass H. |e author. |4 aut |4 http://id.loc.gov/vocabulary/relators/aut | |
| 245 | 1 | 4 | |a The Omnipotent Presence and Power of Teacher-Student Transactional Communication Relationships in the Classroom |h [electronic resource] : |b The So-Called "Post-Race Era" / |c by Frederick Douglass H. Alcorn. |
| 250 | |a 1st ed. 2016. | ||
| 264 | 1 | |a Rotterdam : |b SensePublishers : |b Imprint: SensePublishers, |c 2016. | |
| 300 | |a XXIV, 138 p. |b online resource. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
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| 490 | 1 | |a Constructing Knowledge: Curriculum Studies in Action, |x 2213-7238 | |
| 505 | 0 | |a Preamble -- Introduction -- Purpose -- The Premises; Defining and Discussing Transactional Communication -- Introduction -- Transaction in Communication -- Social Notes -- World View -- Informants - Frame of Reference -- Racialized Gender -- Conclusion and Summative Remarks.-Student Voice -- Introduction and Background Script -- The Merging of Student Voice in Transactional Communication -- What I Mean by Unintentional Muting of Student Voice -- Conclusion and Summative Remarks -- Power (Ya Feel Me) -- Introduction -- Educator-Student Perceived Enacted Sites/Sources of Power and Empowerment -- Dichotomy and Locus of Control Construct? -- Locus of Perceived Control - A Further Look.-Concluding Remarks -- Implications -- Some Final Thoughts -- Seeking to Transact -- Introduction -- Promoting and Cultivating a Reciprocal Power Sharing Environment -- In Summary -- Postscript -- Appendices -- Appendix A: Systems Thinking and Intervention -- Appendix B: Motivating Human Learning and Development: An Analysis of Self: Synthesis of Human Development/Learning/Motivation -- Appendix C: Why Structural Inequalities? What Are Its Negative Relationships with Human Diversity? -- Appendix D: Information Processing Leading to Thinking and Behavioral Performance -- References. | |
| 520 | |a This work provides a forthright critical discussion aimed at providing salient insights into the quiet and under-realized transactional nature of education, schooling, teaching, student participation, and learning. The work is based upon five major interacting premises regarding the role, nature, and relationship between transactional communication and equity pedagogy, which place opportunities to teach and learn in flux. Throughout this book the topic/issue of transitional communication's critical role serves as the unifying source regarding the transdisciplinary nature of the information and perspectives presented 90 plus percent of activities which occurs in the classroom involves the social-perception experiences of interpersonal-cultural communication, pre-dispositions and inclinations, regarding power and felt empowerment, and one's lived positionality experiences. Transactional communicative awareness, critical reflection, and cultural responsiveness enhances equality of opportunities to teach and learn in view of the demands ensured during a course of study or term of study. | ||
| 650 | 0 | |a Education. | |
| 650 | 1 | 4 | |a Education. |
| 710 | 2 | |a SpringerLink (Online service) | |
| 773 | 0 | |t Springer Nature eBook | |
| 830 | 0 | |a Constructing Knowledge: Curriculum Studies in Action, |x 2213-7238 | |
| 856 | 4 | 0 | |u https://doi.uam.elogim.com/10.1007/978-94-6300-618-7 |z Texto Completo |
| 912 | |a ZDB-2-EDA | ||
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| 950 | |a Education (SpringerNature-41171) | ||
| 950 | |a Education (R0) (SpringerNature-43721) | ||