Interruptions in kindergarten and grade three classrooms : a sociological analysis
Thesis (M.Ed.)--Memorial University of Newfoundland, 1987. Education Bibliography: leaves 144-147. The theoretical background of the investigation is Blumer's (1962) symbolic interactionist interpretations of George Herbert Mead's beliefs about social order. Research on schooling (e.g., Ja...
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ftmemorialunivdc:oai:collections.mun.ca:theses2/192304 2023-05-15T17:23:31+02:00 Interruptions in kindergarten and grade three classrooms : a sociological analysis Evans, Helen Catherine Memorial University of Newfoundland. Faculty of Education 1987 vii, 176 leaves : ill. Image/jpeg; Application/pdf http://collections.mun.ca/cdm/ref/collection/theses2/id/192304 Eng eng Electronic Theses and Dissertations (27.40 MB) -- http://collections.mun.ca/PDFs/theses/Evans_Helen.pdf 75402333 http://collections.mun.ca/cdm/ref/collection/theses2/id/192304 The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries Symbolic interactionism Interaction analysis in education Classroom management Text Electronic thesis or dissertation 1987 ftmemorialunivdc 2015-08-06T19:17:13Z Thesis (M.Ed.)--Memorial University of Newfoundland, 1987. Education Bibliography: leaves 144-147. The theoretical background of the investigation is Blumer's (1962) symbolic interactionist interpretations of George Herbert Mead's beliefs about social order. Research on schooling (e.g., Jackson, 1968; Martin, 1976; Woods, 1980; and Delamont, 1976) within the symbolic interactionist theoretical orientation is used to identify substantive issues in classroom research. These issues 'are addressed as part of the hidden curriculum of the classroom. Specifically this thesis investigates interruptions in kindergarten and grade three classrooms. It is designed to uncover specific dimensions of the complexities of an evolving social order and the hidden curriculum of the classroom. -- The decision to select a non-participant observation approach was shaped by theoretical perspectives, data requirements, administrative accessibility and technological efficiency. Fieldnotes of twenty three and one half hours of classroom interaction were recorded. By simultaneous collection and analysis of data eight categories of interruptions were extracted: -- (1) Obtrusive/Rude , (2) Observer Related, (3) Accepted/Excused, (4) Accepted/Unexcused, (5) Unnoticed/Ignored, (6) Environmental/Routine; (7) Point of Order/Direction, (8) Patterned/Question-Response. These interruptions were further analyzed for situational contexts of seating, types of periods and actors. -- Through comparative analysis of the interpretations by the actors of these interruptions in context similarities and differences between the teachers' and students' interpretation of interruptions were found. Situational contingencies attendant upon the interpretation of interruptions in kindergarten and grade three classrooms were also revealed. For example, kindergarten students were observed attempting to relate to the researcher in the classroom as they might relate to a teacher while in the grade three classroom deliberate attempts on the part of the observer to disguise teacher-like behaviour left students displaying confusion and disorientation. -- The importance of situational context to these interruptions point the way to further research into classroom situations. The overall findings of the present research suggest that teacher sensitization to the interruptive process could enhance teaching/learning. Thesis Newfoundland studies University of Newfoundland Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
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Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
op_collection_id |
ftmemorialunivdc |
language |
English |
topic |
Symbolic interactionism Interaction analysis in education Classroom management |
spellingShingle |
Symbolic interactionism Interaction analysis in education Classroom management Evans, Helen Catherine Interruptions in kindergarten and grade three classrooms : a sociological analysis |
topic_facet |
Symbolic interactionism Interaction analysis in education Classroom management |
description |
Thesis (M.Ed.)--Memorial University of Newfoundland, 1987. Education Bibliography: leaves 144-147. The theoretical background of the investigation is Blumer's (1962) symbolic interactionist interpretations of George Herbert Mead's beliefs about social order. Research on schooling (e.g., Jackson, 1968; Martin, 1976; Woods, 1980; and Delamont, 1976) within the symbolic interactionist theoretical orientation is used to identify substantive issues in classroom research. These issues 'are addressed as part of the hidden curriculum of the classroom. Specifically this thesis investigates interruptions in kindergarten and grade three classrooms. It is designed to uncover specific dimensions of the complexities of an evolving social order and the hidden curriculum of the classroom. -- The decision to select a non-participant observation approach was shaped by theoretical perspectives, data requirements, administrative accessibility and technological efficiency. Fieldnotes of twenty three and one half hours of classroom interaction were recorded. By simultaneous collection and analysis of data eight categories of interruptions were extracted: -- (1) Obtrusive/Rude , (2) Observer Related, (3) Accepted/Excused, (4) Accepted/Unexcused, (5) Unnoticed/Ignored, (6) Environmental/Routine; (7) Point of Order/Direction, (8) Patterned/Question-Response. These interruptions were further analyzed for situational contexts of seating, types of periods and actors. -- Through comparative analysis of the interpretations by the actors of these interruptions in context similarities and differences between the teachers' and students' interpretation of interruptions were found. Situational contingencies attendant upon the interpretation of interruptions in kindergarten and grade three classrooms were also revealed. For example, kindergarten students were observed attempting to relate to the researcher in the classroom as they might relate to a teacher while in the grade three classroom deliberate attempts on the part of the observer to disguise teacher-like behaviour left students displaying confusion and disorientation. -- The importance of situational context to these interruptions point the way to further research into classroom situations. The overall findings of the present research suggest that teacher sensitization to the interruptive process could enhance teaching/learning. |
author2 |
Memorial University of Newfoundland. Faculty of Education |
format |
Thesis |
author |
Evans, Helen Catherine |
author_facet |
Evans, Helen Catherine |
author_sort |
Evans, Helen Catherine |
title |
Interruptions in kindergarten and grade three classrooms : a sociological analysis |
title_short |
Interruptions in kindergarten and grade three classrooms : a sociological analysis |
title_full |
Interruptions in kindergarten and grade three classrooms : a sociological analysis |
title_fullStr |
Interruptions in kindergarten and grade three classrooms : a sociological analysis |
title_full_unstemmed |
Interruptions in kindergarten and grade three classrooms : a sociological analysis |
title_sort |
interruptions in kindergarten and grade three classrooms : a sociological analysis |
publishDate |
1987 |
url |
http://collections.mun.ca/cdm/ref/collection/theses2/id/192304 |
genre |
Newfoundland studies University of Newfoundland |
genre_facet |
Newfoundland studies University of Newfoundland |
op_source |
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries |
op_relation |
Electronic Theses and Dissertations (27.40 MB) -- http://collections.mun.ca/PDFs/theses/Evans_Helen.pdf 75402333 http://collections.mun.ca/cdm/ref/collection/theses2/id/192304 |
op_rights |
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. |
_version_ |
1766112958009573376 |