A Microethnographic Approach to the Study of Classroom Reading Instruction: Rationale and Procedures. [Report No.: CSR-TR-237

Autor/inn/en	Au, Kathryn Hu-pei; Mason, Jana M.
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	A Microethnographic Approach to the Study of Classroom Reading Instruction: Rationale and Procedures. [Report No.: CSR-TR-237
Quelle	(1982), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Environment; Classroom Research; Elementary Education; Ethnography; Low Achievement; Reading Achievement; Reading Instruction; Reading Research; Reading Teachers; Research Methodology; Student Teacher Relationship; Teacher Behavior; Teacher Education; Teaching Methods; Teaching Skills; Videotape Recordings + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Elementarunterricht; Ethnografie; Unterdurchschnittliche Leistung; Leseleistung; Leseunterricht; Leseforschung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lesenlernen; Research method; Forschungsmethode; Teacher behaviour; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This paper details how classroom reading instruction can be studied by using microethnographic techniques, wherein classroom events are videotaped and then carefully analyzed to determine their social organizational features. A short introduction to the use of microethnographic methods is presented, followed by an analysis of a lesson taught by a white teacher to a group of black students, which offers a step-by-step illustration of how patterns of teacher-pupil interaction in a reading lesson can be identified. It is suggested that the analysis of participation structures used to instruct students provides a means of relating data on classroom lessons to achievement and offers particular promise for the study of instruction in classrooms with low achieving students. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01