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Faculty members' social identities and classroom authority

dc.contributor.authorChesler, Mark A.en_US
dc.contributor.authorYoung Jr, Alford A.en_US
dc.date.accessioned2007-12-04T18:28:38Z
dc.date.available2008-04-03T18:45:54Zen_US
dc.date.issued2007en_US
dc.identifier.citationChesler, Mark; Young Jr, Alford A. (2007). "Faculty members' social identities and classroom authority." New Directions for Teaching and Learning 2007(111): 11-19. <http://hdl.handle.net/2027.42/57349>en_US
dc.identifier.issn0271-0633en_US
dc.identifier.issn1536-0768en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/57349
dc.description.abstractHow do faculty members' social group identities influence their choices about how they present themselves and their course materials? How do these identities affect student responses to them and the material they present?en_US
dc.format.extent94665 bytes
dc.format.extent3118 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.publisherWiley Subscription Services, Inc., A Wiley Companyen_US
dc.subject.otherHigher and Adult Educationen_US
dc.titleFaculty members' social identities and classroom authorityen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/57349/1/281_ftp.pdfen_US
dc.identifier.doihttp://dx.doi.org/10.1002/tl.281en_US
dc.identifier.sourceNew Directions for Teaching and Learningen_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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