Student Cohorts
Communities of Critique or Dysfunctional Families
Bibliographic Data
| ID | 4309157 |
|---|---|
| Authors | Mara Sapon‐shevin (Syracuse University), Mara Sapon-Shevin (Syracuse University), Kelly Chandler-Olcott (Syracuse University), KELLY CHANDLER‐OLCOTT (0000-0001-8636-8559, Syracuse University) |
| Year | 2001 |
| Volume | 52 |
| Issue | 5 |
| Pages | 350-364 |
| Publication date | 2001-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487101052005002 |
| OpenAlex | W2071332659 |
| Language | EN |
| Citations received | 7 |
| References cited | 3 |
The study was designed to trouble the commonsense notion in the field that cohorts, groups of students who move through an educational program together, provide the optimal structure for preparing future teachers. Using collaborative inductive methods, this study by two university researchers of their teaching within a preservice education program explored the following questions: What is the relationship between the positive aspects of being a community and students' ability and willingness to become critical practitioners? What happens to relationships between students and between students and faculty when there are ruptures or critical incidents within the community? How is the role of faculty members teaching cohorts different from the role of faculty members teaching classes organized in more traditional ways? The study raises questions about various factors that affect community within the cohort and about differences between students' and faculty's perceptions of critical ruptures within the classroom
Affect (linguistics) · Cohort · Higher education · Mathematics education · Medical education · Pedagogy · Perception · Political science · Evaluation of Teaching Practices · Medicine · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies
| Citations per year | 0.33 |
|---|---|
| Citation span | 2005 - 2025 (21) |
| Highly cited | No |