Beyond a Unitary Conception of Pedagogic Pace: Quantitative Measurement and Ethnographic Experience

Autor/inn/en	Lefstein, Adam; Snell, Julia
Titel	Beyond a Unitary Conception of Pedagogic Pace: Quantitative Measurement and Ethnographic Experience
Quelle	In: British Educational Research Journal, 39 (2013) 1, S.73-106 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2011.623768
Schlagwörter	Pacing; Literacy Education; Elementary Schools; Observation; Time Management; Measurement; Ethnography; Educational Policy; Elementary School Teachers; Elementary School Students; Questioning Techniques; Feedback (Response); Student Participation; Comparative Analysis; Classroom Communication; Urban Schools; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Lerntempo; Elementary school; Grundschule; Volksschule; Beobachtung; Zeitmanagement; Messverfahren; Ethnografie; Politics of education; Bildungspolitik; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Befragungstechnik; Fragetechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassengespräch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland
Abstract	English education policy-makers have targeted classroom time as a key area for regulation and intervention, with "brisk pace" widely accepted as a feature of good teaching practice. We problematise this conventional wisdom through an exploration of objective and subjective dimensions of lesson pace in a corpus of 30 Key Stage 2 literacy lessons from three classrooms in one London school. Systematic classroom observation produced an anomaly: the lessons we experienced as fast-paced were rated objectively as slowest, and vice-versa. We contrasted the fastest and slowest episodes in the corpus, demonstrating that for these episodes the accepted measure of pace primarily reflected differences in utterance length. Linguistic ethnographic microanalysis of the episodes highlighted predictability, stakes, meaning and dramatic performance as key factors contributing to pace as experienced. We argue, among other claims, that sometimes accelerating pupils' experience--and learning--necessitates slowing down the pace of teaching, and that government calls for urgency may, perversely, make lessons slower. (Contains 2 tables, 2 figures, and 17 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10