What in the world happens in classrooms? Qualitative classroom research.

Autor/inn/en	Candela, Antonia; Rockwell, Elsie; Coll, Cesar
Titel	What in the world happens in classrooms? Qualitative classroom research.
Quelle	In: European educational research journal, 3 (2004) 3, S. 692-713Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2004.3.3.10
Schlagwörter	Bildungsforschung; Forschung; Methode; Bildungsgeschichte; Verbale Kommunikation; Kultureinfluss; Klassenraum; Schulklasse; Lehrer; Schüler; Interaktion; Lernen; Lerntheorie; Lernort; Unterrichtsinhalt; Unterricht; Interdisziplinarität; Tagungsbericht
Abstract	This report synthesizes the discussion that took place in a Conference on Qualitative Classroom Research ('What in the world happens in classrooms?'), organized by the authors and held in Oaxtepec, México in May 2002. The primary aim was to visualize possible interconnections among the various disciplines represented by the 35 scholars who were present. We faced the initial difficulty of defining what 'classrooms' are, have been, or will become. This led to a discussion of the various links between classrooms and their social contexts, which posed the problem of working on various spatial and temporal scales. The topic of learning was a constant preoccupation, as we considered that researchers still lack tools to connect specific teaching practices with student outcomes over time, and simultaneously to account for learning in other, non-classroom, spaces. Although qualitative classroom research has shown convincing results on the nature of verbal interaction, a current horizon is the integration on non-verbal modes of representation and communication, in ways that make sense to both researchers and participants. Finally, the knowledge of cultural and historical, global and local, (dis)continuities, provides a new angle for viewing classroom practices, but also entails methodological and conceptual challenges. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/2