An Ethnographic Analysis of Open Classrooms.

Autor/in	Hirabayshi, Richard
Titel	An Ethnographic Analysis of Open Classrooms.
Quelle	(1972), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Observation Techniques; Communication (Thought Transfer); Conceptual Schemes; Culture; Data Analysis; Decision Making; Group Instruction; Interviews; Learning Activities; Objectives; Policy Formation; Questioning Techniques; Research; Standards; Teaching Models; Theories + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Kultur; Auswertung; Decision-making; Entscheidungsfindung; Gruppenunterricht; Interviewing; Interviewtechnik; Lernaktivität; Goal definition; Zielsetzung; Politische Betätigung; Befragungstechnik; Fragetechnik; Forschung; Standard; Lehrmodell; Theory; Theorie
Abstract	A study to investigate the significance of teacher decisions concerning the social and physical dimensions of the Open Classroom was conducted. Preliminary observation reviewed teacher goals and decisions for the Open Classroom. This research is based upon Hall's theory of culture reflecting the communication model. There are five basic structural components in the theoretical model of decision making: (1) the period of decisions, (2) the locus of activity, (3) the interactive phenomenon involving the above activity, (4) the composite of decisions forming a pattern, and (5) the consequences of the decisions. The point is made that the levels or criteria of decision making directly affect the structural components of the teacher decisions and that the levels or criteria of decision making are represented by the policy goals, technical goals, and the institutional goals of the curriculum. The preliminary phase of the research included observing and recording classroom phenomena in the naturalistic situation. Goals centered around the essence of the educational philosophy in the open-concept classroom and learning routine order and providing several options for children. It was found that the teacher is faced with four basic questions concerning the decision for use of Group Meetings: Why it is necessary to have a meeting; What it is for; How the process will be selected; and When would be the most effective time to use the particular Group Meetings. (Author/CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01