Harvard Educational Review
  1. Summer 1977 Issue »

    Social Relations as Contexts for Learning in School

    R. P. McDermott
    Questions concerning what works in classrooms have been asked many times. The answers so far have not resulted in any substantial educational changes, and our school systems continue to be in considerable disarray. In this article, R. P. McDermott emphasizes the importance of understanding the way relations between teachers and children affect the development of learning environments and examines how classroom interaction may promote or retard learning. He describes how teaching styles depend on cultural contexts and examines successful and unsuccessful classrooms with examples from a variety of school systems, including Amish and inner-city American. McDermott suggests that the ethnographic study of classrooms will allow us to look carefully at learning in terms of how teachers and students "make sense" of each other and hold each other accountable, given the resources and limits of their community.

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    Summer 1977 Issue

    Abstracts

    Law, Politics, and Equal Educational Opportunity
    The Limits of Judicial Involvement
    David L. Kirp
    Bilingual Education
    The Legal Mandate
    Herbert Teitelbaum, Richard J. Hiller
    Street-Level Bureaucrats and Institutional Innovation
    Implementing Special-Education Reform
    Richard Weatherley, Michael Lipsky
    Social Relations as Contexts for Learning in School
    R. P. McDermott
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