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    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. More research focused on classroom authority as a social construction is needed.

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    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. More research focused on classroom authority as a social construction is needed.

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    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. More research focused on classroom authority as a social construction is needed.

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    28 views6 pages

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    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. More research focused on classroom authority as a social construction is needed.

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    of 6

    22.

    Review of Educational Research:


    http://rer.sagepub.com/archive/

    © 2007 American Educational Research Association

    2007 March, June, Sept.

    March 2007, Volume 77, No. 1


    Review of Educational Research, Vol. 77, No. 1, 4-27 (2007)

    Understanding Authority in Classrooms: A Review of Theory, Ideology,


    and Research

    Judith L. Pace

    University of San Francisco

    Annette Hemmings

    University of Cincinnati

    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.

    Key Words: classroom authority • classroom relations

    ------------------------------

    Review of Educational Research, Vol. 77, No. 1, 28-80 (2007)

    Classroom Diversification: A Strategic View of Educational Productivity

    Omar S. López

    Corporation for Public School Education K16, Round Rock, Texas

    This article advances a theory of educational productivity based on a


    paradigm of classroom diversification that defines a strategic view of the
    education production process. The paradigm’s underlying premise is that
    classroom student performance, and the instructional interactions that
    produce such outcomes, depend on economies derived from the learning
    relationships that exist across and among students in a classroom and on the
    technological fit between students’ learning needs and a teacher’s capacity. In
    addition to the conceptual classroom diversification framework, measures of
    classroom student diversity and teacher capacity are presented, followed by a
    discussion of the implications of the proposed classroom diversification
    paradigm for educational research, policy, and practice.

    Key Words: classroom diversification • student diversity • teacher capacity •


    technological fit • production function

    -------------------------------------

    Review of Educational Research, Vol. 77, No. 1, 81-112 (2007)

    The Power of Feedback

    John Hattie and Helen Timperley

    University of Auckland

    Feedback is one of the most powerful influences on learning and


    achievement, but this impact can be either positive or negative. Its power is
    frequently mentioned in articles about learning and teaching, but surprisingly
    few recent studies have systematically investigated its meaning. This article
    provides a conceptual analysis of feedback and reviews the evidence related
    to its impact on learning and achievement. This evidence shows that although
    feedback is among the major influences, the type of feedback and the way it is
    given can be differentially effective. A model of feedback is then proposed that
    identifies the particular properties and circumstances that make it effective,
    and some typically thorny issues are discussed, including the timing of
    feedback and the effects of positive and negative feedback. Finally, this
    analysis is used to suggest ways in which feedback can be used to enhance
    its effectiveness in classrooms.

    Key Words: feedback • assessment • student and teacher learning

    ------------------------------------------------------------

    Review of Educational Research, Vol. 77, No. 1, 113-143 (2007)

    Learner-Centered Teacher-Student Relationships Are Effective: A Meta-


    Analysis

    Jeffrey Cornelius-White

    Missouri State University


    Person-centered education is a counseling-originated, educational psychology
    model, overripe for meta-analysis, that posits that positive teacher-student
    relationships are associated with optimal, holistic learning. It includes
    classical, humanistic education and today’s constructivist learner-centered
    model. The author reviewed about 1,000 articles to synthesize 119 studies
    from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-
    analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines,
    including comprehensive search mechanisms, accuracy and bias control, and
    primary study validity assessment. Variables coded included 9 independent
    and 18 dependent variables and 39 moderators. The results showed that
    correlations had wide variation. Mean correlations (r= .31) were above
    average compared with other educational innovations for cognitive and
    especially affective and behavioral outcomes. Methodological and sample
    features accounted for some of the variability.

    Key Words: person centered • learner centered • instructional relationships •


    meta-analysis • constructivist • humanistic

    =======================================================

    June 2007, Volume 77, No. 2

    Review of Educational Research, Vol. 77, No. 2, 186-232 (2007)

    "Vygotsky’s Neglected Legacy": Cultural-Historical Activity Theory

    Wolff-Michael Roth

    University of Victoria

    Yew-Jin Lee

    National Institute of Education, Singapore

    The authors describe an evolving theoretical framework that has been called
    one of the best kept secrets of academia: cultural-historical activity theory, the
    result of proposals Lev Vygotsky first articulated but that his students and
    followers substantially developed to constitute much expanded forms in its
    second and third generations. Besides showing that activity theory transforms
    how research should proceed regarding language, language learning, and
    literacy in particular, the authors demonstrate how it is a theory for praxis,
    thereby offering the potential to overcome some of the most profound
    problems that have plagued both educational theorizing and practice.

    Key Words: cultural-historical activity theory • dialectics • theory-praxis gap •


    activity systems • contradictions • learning • development
    September 2007, Volume 77, No. 3
    Review of Educational Research, Vol. 77, No. 3, 279-309 (2007)

    Globalization, "Glocal" Development, and Teachers’ Work: A Research


    Agenda

    Everard Weber

    University of Pretoria

    The author discusses the evolution of ideas about the relationship between
    national and international development and educational change since World
    War II. He critically reviews relevant literature in comparative and international
    education, focusing on the concept of teachers’ work. The analyses draw on
    theories of postcolonialism. The author argues that virtually without exception,
    studies of, and theories about, teaching as work are based on the experiences
    of the northern hemisphere, particularly developed countries. He calls for
    qualitative methodologies and fieldwork to analyze teaching and teaching as
    work in modern South Africa and other subaltern countries. The research
    agenda seeks to revise existing notions of teachers’ work emphasizing
    conditions in industrialized countries and to interrogate their utility given the
    profoundly different conditions in developing countries. It also seeks to make
    problematic conventional understandings of globalization and glocal
    development, arguing that these too should be revised given empirical data on
    teachers and teaching in poor countries.

    Key Words: teachers’ work globally • industrialized and poor countries •


    postcolonial theory • calls for further qualitative research

    ----------------------------

    Review of Educational Research, Vol. 77, No. 3, 334-372 (2007)

    A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated


    Learning: New Perspectives and Directions

    Jeffrey Alan Greene

    University of Maryland

    Roger Azevedo

    University of Memphis

    This theoretical review of Winne and Hadwin’s model of self-regulated


    learning (SRL) seeks to highlight how the model sheds new light on current
    research as well as suggests interesting new directions for future work. The
    authors assert that the model’s more complex cognitive architecture, inclusion
    of monitoring and control within each phase of learning, and separation of task
    definition and goal setting into separate phases are all important contributions
    to the SRL literature. New research directions are outlined, including more
    nuanced interpretations of judgments of learning and the potential to more
    thoroughly assess the influence of interactions among cognitive and task
    conditions on all phases of learning.

    Key Words: cognition • information-processing theory • metacognition •


    review • self-regulated learning

    Review of Educational Research, Vol. 77, No. 3, 373-410 (2007)

    The How, Whom, and Why of Parents’ Involvement in Children’s


    Academic Lives: More Is Not Always Better

    Eva M. Pomerantz and Elizabeth A. Moorman

    University of Illinois at Urbana-Champaign

    Scott D. Litwack

    University of Connecticut

    A key goal of much educational policy is to help parents become involved in


    children’s academic lives. The focus of such efforts, as well as much of the
    extant research, has generally been on increasing the extent of parents’
    involvement. However, factors beyond the extent of parents’ involvement may
    be of import. In this article, the case is made that consideration of the how,
    whom, and why of parents’ involvement in children’s academic lives is critical
    to maximizing its benefits. Evidence is reviewed indicating that how parents
    become involved determines in large part the success of their involvement. It
    is argued as well that parents’ involvement may matter more for some children
    than for others. The issue of why parents should become involved is also
    considered. Implications for future research and interventions are discussed.

    Key Words: parent involvement • parenting • motivation • acheivement

    ----------------------------------

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