ERIC Number: ED249040
Record Type: RIE
Publication Date: 1984-May-10
Reference Count: 0
Introduction and Integration of Classroom Routines by Expert Teachers.
Leinhardt, Gaea; And Others
The objectives of this research were: (a) to identify the content and configuration of critical activity structures and routines in well-functioning classrooms; (b) to trace the origins of routines during the first four days of school; and (c) to identify the mechanisms used by expert teachers to teach students the content, the cues, and the circumstances under which activity structures and routines are used. Six expert elementary school mathematics teachers were identified. Observational logs, videotapes, audiotapes, and interviews with teachers and students were collected and analyzed. A matrix mapping the relationship between routines and activity structures was developed, teachers' actions during the introduction of routines in the first four days were described, and the attachments linking the teacher's actions to the routine were identified and coded as management, support, or exchange. Major findings summarized include: when routines occur, how many are introduced at the beginning of the year, and how many of these exist in the middle of the year for each teacher. The three types of routines are then reviewed with some specific examples, and students' explicit knowledge of a sample of routines is examined. A lengthy appendix contains a description of each teacher's actions during the first four days. (MNS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.
Identifiers: Mathematics Education Research
Note: Paper presented at the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).