Empowering the teacher: How do students differ in mastering classroom engagement, and what do you do?

Sine Penthin Grumløse, Lotte Hedegaard Sørensen

    Research output: Contribution to conference without a publisher/journalAbstractResearchpeer-review

    Abstract

    This abstract reports on findings from ethnographic practice research on the relation between the practice of teaching and children’s participation in classroom practices. The empirical data was conducted over a period of two years in one school located in Copenhagen. The research focus is on differentiated teaching and the professional development of teaching in diverse Classrooms.
    The aim is to explore and bring forth knowledge about children’s different ways of participating in class during teaching and to empower the teachers with this knowledge. Thus, we are preoccupied with how children are mastering classroom learning and how teachers respond to the differences among the children.
    Original languageEnglish
    Publication date24 Aug 2017
    Number of pages2
    Publication statusPublished - 24 Aug 2017
    EventECER 2017: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research - København, Denmark
    Duration: 22 Aug 201725 Aug 2017

    Conference

    ConferenceECER 2017
    Country/TerritoryDenmark
    CityKøbenhavn
    Period22/08/1725/08/17

    Keywords

    • schools, courses and institutions
    • ECER 2017

      Sine Penthin Grumløse (Paricipant) & Lotte Hedegaard Sørensen (Paricipant)

      24 Aug 2017

      Activity: Participating in or organising an event typesConference

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