Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts
By Lindsay L. Cornelius, Leslie R. Herrenkohl. 2004
206 citations recorded by the source corpus.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/0cde9715656105c1c9c4ed9a5a6383b3a811b632
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Joseph L. Polman
- Michelle E. Jordan
- Reuben R. McDaniel Jr.
- Linda Darling-Hammond
- Eric T. Baumgartner
- Iris Tabak
- Brigid Barron
- J. Teodorović
In Sociology and Political Science
Citations in the corpus
- Dialogic Activity Structures for Project-Based Learning Environments (2004, background): “E-mail: polman@umsl.edu that gap along with related studies of educational practice informed by social constructivism (e.g., Cornelius & Herrenkohl, 2004/this issue; Herrenkohl & Guerra, 1998; Kolodner & Gray, 2003; Polman & Pea, 2001; Tabak & Baumgartner, 2004/this issue; Wegerif & Mercer, 2000).”
- Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity (2014, background): “Status, power, and authority shape students’ social relations during science learning (Cornelius & Herrenkohl, 2004; Guzzetti & Williams, 1996) and may provoke relational uncertainty.”
- Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. (2008, background): “Some approaches assign children to management (e.g. Cohen, 1994a, 1994b), conversational (O'Donnell, 2006; King, 1990), or intellectual roles in the group (Palincsar & Herrenkohl, 1999, 2002; Cornelius & Herrenkohl, 2004; White & Frederiksen, 2005).”
- The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding (2004, background): “…can reflect varying degrees of dialogicality depending, in part, on the ways in which teachers position themselves in relation to the students and their respective authority over the knowledge that is constructed (Cornelius & Herrenkohl, 2004/this issue; Polman, 2004/this issue; Wertsch, 1998).”