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Pane D. M. (2010). « Viewing classroom discipline as negotiable social interaction : A communities of practice perspective ». Teaching and Teacher Education, vol. 26, n° 1, janvier, p. 87–97. 
Added by: Feyfant Annie (20 Apr 2010 16:25:56 Europe/Paris)   Last edited by: Feyfant Annie (13 May 2010 15:22:36 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Pane2010a
Categories: General, Violences scolaires
Keywords: climat de la classe, conduite de la classe, conduite de la classe
Creators: Pane
Collection: Teaching and Teacher Education
Views: 477/1636
Views index: 23%
Popularity index: 5.75%
Abstract     
"Classroom discipline is a major concern of American teachers and why many leave teaching. A conventional view of learning is so deeply interrelated with schooling in the American culture it also drives the view of discipline, especially in urban contexts where students are disproportionately failed and excluded by the mainstream educational system. The purpose of this paper is to propose a critical social practice view of learning as defined by legitimate peripheral participation (LPP), providing a communities of practice framework to guide future research that sets out to transform conventional views of learning, particularly within the context of classroom discipline."
Added by: Feyfant Annie  
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