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ERIC Number: ED037471
Record Type: RIE
Publication Date: 1968
Pages: 210
Abstractor: N/A
Reference Count: N/A
Classroom Language Analysis--A Study of Reacting Moves in the Language of Selected Classrooms.
Russo, Lillian Norma
Based on Ballack and Davitz's study, "Language of the Classroom: Meanings Communicated in High School Teaching," this study investigated the distinguishing characteristics of the reacting moves used by teachers and pupils. During four consecutive class sessions, 15 New York City high school social studies classes were tape-recorded. Restrictions were placed on subject matter within the class but not on methodology. Results showed that (1) reacting moves account for a substantial proportion of classroom discourse studies; (2) reacting moves are more significant in the teacher's discourse than the pupils' discourse; (3) rating and substantive-rating reactions are an important part of the teacher's role, whereas pupils use substantive reactions most frequently; (4) most reactions are occasioned by verbal reactions rather than physical actions; (5) teacher reactions are almost always occasioned by pupil moves and responses, while pupils react twice as much to the teacher as they do to fellow pupils; (6) teachers are four times more positive than negative in rating pupils; and (7) of six teaching cycles most frequently used, four involve a reacting move. (Author/JM)
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Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Columbia University