Teaching Preadolescents during a Nine-Week Sequence: The Negotiator Approach

Abstract

This participant observation study reveals how one junior high art teacher instructs and struggles to understand her students within a nine-week program. This study focuses on her framework for understanding the aim and content of teaching, student learning, and her teaching style. The study is limited to one seventh grade class. Content and comparative analyses and time sampling are used to determine types of instruction and their frequency. Art instruction consisted of a few manipulative, in-depth, three-dimensional experiences coupled with art appreciation in small doses; however, managerial instruction dominated the class. The importance of the teacher as negotiator is revealed including the practice of negotiation that is extended into the community. The need for cooperative planning with students is suggested. Such an extreme case is used as a comparison with other situations in generating theory.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 6 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.