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• W216799317 abstract "Recognizing the interactive nature of communication situa- tions including linguistic and pragmatic concerns, this project involved not only an analysis of the linguistic information provided by teacher directives, but also the non-verbal input involving both the teacher and the student. Thus, this report presents a description of aspects of three classroom contexts established between the teachers and the stu- dents in organizing instructional situations. Data collection and analy- sis procedures are presented for this ethnographic, descriptive, lon- gitudinal project studying a kindergarten, a second grade, and a fifth grade class. Data analyses reveal that classrooms are organized in a wide range of predictable ways. Teachers verbally and non-verbally utilize predictable accountability mechanisms which operate to organ- ize classrooms. They monitor student behavior using a similar range of techniques but with distinctly different styles, resulting in different or- ganizational environments. Teachers and students negotiate transi- tions. They hold each other accountable for specific acts which are different for each class, but monitored in similar ways. The need for negotiating and modifying expectations is discussed in attempting to establish consensus in matching expectations to behaviors. Instances from transcripts are cited to support emerging hypotheses. The intent of this paper is to report on one part of a major longitudinal study conducted in three bilingual classrooms during the 1980-81 school year. We will particularly focus on a description of the nature of three teachers' directives in organizing classrooms when using English. We will discuss the theoretical bases for this investigation, our data collection and analyses, our findings and implications of these findings." @default.
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• W216799317 date "2016-01-01" @default.
• W216799317 modified "2023-09-27" @default.
• W216799317 title "Teachers, Students, and Classroom Organizations" @default.
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