The authors in this issue of Teaching and Learning are all concerned with influences upon or issues related to classroom teaching. Employing the method of the speculative essay, Logsdon reflects upon pedagogical authority. Following her assertion that unexamined memories may influence teaching Logsdon examines her own ‘memory texts’ for their influence on her own teaching. Casbon and Hubbard recommend metaphor as an antidote to the dangers of labeling our students. They describe a study in which they require their graduate students (teachers and counselors-in-training) to use metaphors rather than labels to describe their students or clients. Finally, Lowery uses the case of David to describe issues of classroom management that may arise when engaged in community building with young students.
Meyer provides a review of
Greg Kearsley’s book, Online Education: Learning and Teaching in Cyberspace.
| IN THIS ISSUE: | |||
| LOGSDON | Memory Texts and Inherited Notions of Authority: A Speculative Essay | HTML FORMAT | PDF FORMAT |
| CASBON AND HUBBARD | From Judgement to Discernment: Using Metaphors to Go Beyond Labels | HTML FORMAT | PDF FORMAT |
| LOWERY | David: A Protege of Classroom Community Building in a Fifth Grade Classroom | HTML FORMAT | PDF FORMAT |
| MEYER | Review: Greg Kearsley's Online Education: Learning and Teaching in Cyberspace | HTML FORMAT | PDF FORMAT |
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