Participant Perspectives of Classroom Discourse. Part IV: How Do We Know? (Alternative Descriptions of Classroom Discourse). Final Report.

Autor/inn/en	Morine-Dershimer, Greta; und weitere
Institution	California State Univ., Hayward. Research Foundation.
Titel	Participant Perspectives of Classroom Discourse. Part IV: How Do We Know? (Alternative Descriptions of Classroom Discourse). Final Report.
Quelle	(1980), (124 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Classroom Communication; Classroom Research; Communication Research; Discourse Analysis; Elementary Education; Elementary School Students; Elementary School Teachers; Ethnic Groups; Longitudinal Studies; Low Income Groups; Research Methodology; Sociolinguistics; Student Participation; Videotape Recordings + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Klassengespräch; Kommunikationsforschung; Diskursanalyse; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethnie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research method; Forschungsmethode; Soziolinguistik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Part of a year-long sociolinguistic study of teacher and pupil perceptions of classroom discourse, this study focused on the following methodological question: how might the approach selected for analysis of language as a linguistic system affect what is learned about language in a given social situation? Subjects were 165 children and their teachers in six second, third and fourth grade classrooms in a lower socioeconomic, multiethnic elementary school. Six teacher-planned language arts lessons were videotaped in each classroom over the course of the year. Transcripts of the lessons were also made. The videotapes and/or transcripts were analyzed using three different approaches to analysis of classroom language: a language dimensions approach, a speech act analysis, and an analysis of the structural sequencing of question cycles. After comparing the data derived from the above three approaches, the conclusion was reached that the initial findings of the original study, (which was based on the language dimensions approach), were not only supported by the two alternative approaches, but more importantly, were considerably clarified, extended, and strengthened. (Author/MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01