Classrooms as complex adaptive systems: a relational model

Anne Burns, John Knox

Research output: Contribution to journalArticle

Abstract

In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain the complex nature of classrooms, and cannot account for how classroom change occurs (or does not occur), over time. A relational model of classrooms is proposed which focuses on the relations between different elements (physical, environmental, cognitive, social) in the classroom and on how their interaction is crucial in understanding and describing classroom action.
Original languageEnglish
Pages (from-to)1-25
Number of pages26
JournalTESL-EJ
Volume15
Issue number1
Publication statusPublished - Jun 2011

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Adaptive systems
classroom
interaction
language

Bibliographical note

© Copyright rests with authors. Please cite TESL-EJ appropriately.

Cite this

Burns, A., & Knox, J. (2011). Classrooms as complex adaptive systems: a relational model. TESL-EJ, 15(1), 1-25.
Burns, Anne ; Knox, John. / Classrooms as complex adaptive systems : a relational model. In: TESL-EJ. 2011 ; Vol. 15, No. 1. pp. 1-25.
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Burns, A & Knox, J 2011, 'Classrooms as complex adaptive systems: a relational model', TESL-EJ, vol. 15, no. 1, pp. 1-25.

Classrooms as complex adaptive systems : a relational model. / Burns, Anne; Knox, John.

In: TESL-EJ, Vol. 15, No. 1, 06.2011, p. 1-25.

Research output: Contribution to journalArticle

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