The missing language of the classroom

By H. Sockett, Pamela LePage. 2002

94 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/273ed9f70f47a68b65b1b9472bf7473cdba1185a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Ebru Oğ uz
2. Orly Shapira–Lishchinsky
3. Robert Thornberg

In Literature and Literary Theory

1. Orly Shapira–Lishchinsky
2. Robert Thornberg

In Sociology and Political Science

1. Ebru Oğ uz
2. Orly Shapira–Lishchinsky
3. Robert Thornberg

Citations in the corpus

• Ethical and Moral Matters in Teaching and Teacher Education. (2011, unknown): “Reporting on results of participation in a two-year part-time master’s level graduate program explicitly centered on a moral view of teacher professional development, Sockett and LePage (2002) amplify and extend Strike’s warning while proposing possible venues for remediation.”
• The lack of professional knowledge in values education (2008, background): “As in the beginning of Sockett and LePage’s (2002) intervention research project, the teachers in my study lack a moral language to describe their work.”
• Teachers' Views on Values Education: A Qualitative Study in Sweden and Turkey. (2013, background): “This might, at least in part, be explained by poor training in teacher ethics and values education, which has been shown to be a problem in teacher education programs in Sweden (Bergdahl, 2006; Frånberg, 2004, 2006) as well as in other countries (e.g., Sockett & LePage, 2002; Taylor, 1994).”
• Teachers’ critical incidents: Ethical dilemmas in teaching practice (2011, background): “Hence, the teachers appear to lack ethical knowledge based on educational theories, research and their own experience (Sockett & Lepage, 2002).”