Practices and Interactions in the Primary Classroom. Interchange 60.

Autor/inn/en	McPake, Joanna; Harlen, Wynne; Powney, Janet; Davidson, Julia
Institution	Scottish Office Education Dept., Edinburgh.
Titel	Practices and Interactions in the Primary Classroom. Interchange 60.
Quelle	(1999), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0969-613X
Schlagwörter	Elementary Education; Elementary School Students; Elementary School Teachers; Foreign Countries; Grouping (Instructional Purposes); National Curriculum; Teacher Student Relationship; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Grouping; Gruppenbildung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This Interchange report summarizes research carried out by the Scottish Council for Research in Education into the classroom experiences of teachers and pupils in 12 Scottish primary schools and also at the impact of "setting," the practice of grouping pupils in separate classes with separate teachers, according to pupils' attainment in a given curriculum area. Qualitative and quantitative data were collected through detailed classroom observation in 1 class in each of 12 primary schools; interviews with teachers and target pupils were also conducted. An additional four schools were selected for further observational research focusing on the impact of "setting" on classroom experiences. The main findings of the research include: (1) the balance of the curriculum observed was markedly different from that recommended in the 5-14 guidelines; (2) the classroom physical layout did not necessarily reflect pupils' main working patterns; (3) pupils were most likely to be engaged when working collaboratively with other pupils or when interacting with the teacher; (4) pupils were least likely to be engaged when working without direct teacher supervision in circumstances in which they could also socialize with other pupils; (5) teachers spent around 80 percent of classroom time on teaching and teaching-related activities; (6) more whole-class teaching occurred in "setting" schools than in non-"setting" schools; and (7) teachers used a similar range of approaches in both contexts, with instruction used more frequently in "setting" schools. (KB)
Anmerkungen	Scottish Executive Education Department, Room 2B, Victoria Quay, Edinburgh EH6 6QQ, Scotland. For full text: http://www.hmis.scotoff.gov.uk/riu/riu pubs 01.d.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC