Toward More Joyful Learning
Integrating Play Into Frameworks of Middle Grades Teaching
Bibliographic Data
| ID | 8223039 |
|---|---|
| Authors | Hilary G Conklin (DePaul University, corresponding author) |
| Year | 2014 |
| Volume | 51 |
| Issue | 6 |
| Pages | 1227-1255 |
| Publication date | 2014-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831214549451 |
| OpenAlex | W2116022897 |
| Language | EN |
| Citations received | 7 |
| References cited | 19 |
Recent efforts to define qualities of effective teaching practice have done little to capture the role of play, imagination, and creativity in classroom teaching. Drawing on theories of play and data from a two-year case study that included classroom observations, interviews, artifact collection, and surveys, the author examines the ways in which elements of play were present across the practice of eight novice middle grades teachers. Building on examples of play in these classrooms, the author proposes adding the dimension of play to frameworks of middle grades teaching—a dimension that encompasses young adolescents’ engagement in classroom work that involves choice and self-direction, imaginative creations, and a nonstressed state of interest and joy
Artifact (error · Creativity · Dimension (graph theory · Mathematics education · Pedagogy · Teaching method · Creativity in Education and Neuroscience · Education Methods and Practices · Educational Environments and Student Outcomes · Psychology · Social Psychology
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Company Men
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,64 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |