ERIC Number: ED232948
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Creating the Curriculum: Beginning the Year in a Middle School.
Cornbleth, Catherine; And Others
How the social organization of the classroom, including teacher and student roles, patterns of interaction, and norms extended or constrained students' learning opportunities was examined. A total of 6 English, science, and social studies classes in grades 6 and 7 were observed for the first month of the school year; activities in the school were monitored; and informal interviews were conducted with staff. Additional data were obtained through school documents and a previous observation interview study. Described in this report are: (1) how the teachers began the year--the differences in style and commonalities in the messages they communicated as they attempted to establish their preferred image and classroom atmosphere; (2) the teachers' means of establishing classroom rules and student teacher interaction patterns; and (3) the curricular and social meanings of the emerging ground rules and routines. All classrooms were clearly teacher dominated. Students seemed generally to accept teacher expectations. While the orderly social environment and effective classroom management did provide ample and equal opportunity for students to learn something, student initiative, although usually tolerated, was not encouraged. (RM)
Descriptors: Classroom Communication, Classroom Environment, Classroom Research, Educational Practices, English Instruction, Junior High Schools, Learning, Middle Schools, Science Instruction, Social Studies, Student Attitudes, Student Role, Student Teacher Relationship, Teacher Attitudes, Teacher Role
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Rules and Regulations
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983).