ERIC Number: ED215314
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
A Microethnographic Approach to the Study of Classroom Reading Instruction: Rationale and Procedures.
Au, Kathryn Hu-pei; Mason, Jana M.
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)
Descriptors: 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
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.