Peer reviewedERIC Number: EJ507148
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0044-0728
EISSN: N/A
The Case of Seymore: How Long Does It Take for a Beginning Teacher to Be So Shaped by the Pressures of a School That Best Practice Gets Lost?
Ambery, Mary Elizabeth
Young Children, v50 n5 p22-26 Jul 1995
Discusses the issues of best practice, guidance of young children, teacher supervision, power, and rewards in the context of developmentally appropriate practice. Examines a true story about a conflict-laden school situation as an opportunity to explore the dynamics of perspective taking, roles and relationships, turbulent and uncertain environments, and paradigm shifts that yield solutions. (AA)
Descriptors: Case Studies, Developmentally Appropriate Practices, Discipline Problems, Educational Practices, Educational Principles, Elementary Education, Elementary School Teachers, Guidance Programs, Student Teachers, Teacher Attitudes, Teacher Role, Teacher Student Relationship, Teaching Styles, Young Children
Publication Type: Opinion Papers; Reports - Descriptive; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
