A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS.

Persistent Link:
http://hdl.handle.net/10150/184303
Title:
A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS.
Author:
ARMSTRONG, MAVIE ELIZABETH.
Issue Date:
1982
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Historically, disciplines other than education have studied the culture of the classroom. Yet, the group phenomena of education has been ignored. The ways teachers manage groups and lesson activities appear to have important implications for the study of teaching and learning. However, there are no rules to follow. A decision-making base does not exist. Yet, the study of teacher and student behavior is dependent upon the setting within which that behavior occurs. An appropriate choice must be made for an objective method to provide an adequate level of description of the teaching/learning context of the classroom. That is the focus of this study. The subjects were nine classroom teachers, grades 1 or 2, from two separate school districts within a 50-mile radius of Tucson, Arizona. Six teachers served as the control group and three teachers served as the treatment group. Treatment consisted of orientation in the concept of activity structures, videotaping of language arts instruction, coding of such instruction by the researcher and stimulated recall of such instruction by the teacher in a feedback session with the researcher. Instrumentation consisted of a beliefs questionnaire, a teacher information form, a journal, and an interview all developed by the researcher. Instrumentation occurred with both groups, both pre- and posttreatment. Ethnographic techniques were used for both instrumentation and treatment.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Language arts (Primary); Interaction analysis in education.; Classroom environment.
Degree Name:
Educat.D.
Degree Level:
doctoral
Degree Program:
Elementary Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Cox, Vivian L.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleA TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS.en_US
dc.creatorARMSTRONG, MAVIE ELIZABETH.en_US
dc.contributor.authorARMSTRONG, MAVIE ELIZABETH.en_US
dc.date.issued1982en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractHistorically, disciplines other than education have studied the culture of the classroom. Yet, the group phenomena of education has been ignored. The ways teachers manage groups and lesson activities appear to have important implications for the study of teaching and learning. However, there are no rules to follow. A decision-making base does not exist. Yet, the study of teacher and student behavior is dependent upon the setting within which that behavior occurs. An appropriate choice must be made for an objective method to provide an adequate level of description of the teaching/learning context of the classroom. That is the focus of this study. The subjects were nine classroom teachers, grades 1 or 2, from two separate school districts within a 50-mile radius of Tucson, Arizona. Six teachers served as the control group and three teachers served as the treatment group. Treatment consisted of orientation in the concept of activity structures, videotaping of language arts instruction, coding of such instruction by the researcher and stimulated recall of such instruction by the teacher in a feedback session with the researcher. Instrumentation consisted of a beliefs questionnaire, a teacher information form, a journal, and an interview all developed by the researcher. Instrumentation occurred with both groups, both pre- and posttreatment. Ethnographic techniques were used for both instrumentation and treatment.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectLanguage arts (Primary)en_US
dc.subjectInteraction analysis in education.en_US
dc.subjectClassroom environment.en_US
thesis.degree.nameEducat.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorCox, Vivian L.en_US
dc.contributor.committeememberRubin, Joseph B.en_US
dc.contributor.committeememberRichard, Lopez L.en_US
dc.contributor.committeememberGrant, Robert T.en_US
dc.contributor.committeememberButler, Henry F.en_US
dc.identifier.proquest8227336en_US
dc.identifier.oclc682919754en_US
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