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• W11571830 abstract "An ethnographic study of three public elementary school classrooms explored how teachers organized time and space and through this organization attempted to construct classroom power relationships. The study involved intensive observation of classroom interactions in two fifth-grade classes and one first-grade classroom and close analysis of videotapes of two of the classrooms. The videotapes were used for stimulated-recall interviews with two of the teachers; in-depth interview was conducted with the third teacher. All the teachers were white women, two with 20 years experience and one with 5 years experience. The first fifth-grade classroom was arranged so that students had little opportunity to move about. In the other two classrooms, much more physical freedom was afforded the students. The classrooms also differed in the amount of time that the teachers devoted to highly structured, as opposed to more loosely structured, activities. Yet it was clear that in every case the arrangements the teacher had made were consonant with her beliefs about how children can best learn, and therefore were enactments of her agenda to control student actions in order to facilitate student learning. The study showed clearly that teachers have institutional role that allows them to make contributions to power relationships through their organization of time and space. The amount of structure built into the learning activities available in the classroom also shapes power relationships effectively. Nevertheless, students find ways to resist teacher control, to create seams in environments and activities, and to use those seams to make their own contributions to power relationships. (Contains 20 references.) (JB) Teacher Organization of Time and Space in the Classroom as Aspect of the Construction of Classroom Power Relationships Mary Phillips Mank:=1 National-Louis University Paper presented at the Annual Meetings of the American Educational Research Association New Orleans, April, 1994 U.S. DEPARTMENT OF EDUCATION Office or Educational Research and improvern:nt EDUCATIONAL RESOURCES INFORMATION CENTER IERICI 0 This document has been reproduced as received I rorn the person or organization originating it Q Minor changes have been made to improve reproduction quality Points of view or opinions stated in this docu ment do not necessarily represent oiled OE RI position or policy PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 10 THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). 2 BEST COPY AVAILABLE Teacher Organization of Time and Space in the Classroom as Aspect of the Construction of Classroom Power Relationships Mary Phillips Manke National-Louis University This paper is rooted in ethnographic study of how teachers and students construct power relationships in the elementary school classroom. Among the resources available to teachers in this process are the organization of time and of space. Teachers are responsible for the physical arrangement of classrooms (within limits imposed by building architecture and by the equipment available), and for decisions about the kinds of activities which will fill the classroom During my close observations of three classrooms in the last five years, one of the things I reflected on was how and to what end teachers were using these resources. Background of the research Agendas in the classroom. Underlying this research is the hypothesis that teachers and students bring to the classroom differing agendas which can be summarized as follows: teachers are seeking to control student actions in order to facilitate student earning; students are seeking to act without the constraints of adult responsibility. This hypothesis is essentially that of Fraatz (1987), who describes the student agenda as one of seeking to have an interesting day. (p. 31) (One might suppose that interesting day could include learning, and that in ideal situation the teacher and student" @default.
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• W11571830 title "Teacher Organization of Time and Space in the Classroom as an Aspect of the Construction of Classroom Power Relationships." @default.
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