ERIC Number: ED200902
Record Type: RIE
Publication Date: 1981-Apr
Charting Educational Futures: Interaction Patterns in First and Second Grade Reading Groups.
Grant, Linda; Rothenberg, James
Qualitative methods were used to analyze the social environments--or webs of interaction--in reading groups of varying ability levels. Ethnographic observations were conducted for 15 to 30 hours in each of eight first and second grade classrooms with ability-divided reading groups. A code scheme was developed to categorize the quantity and quality of time devoted to each reading-ability group; the discipline patterns in each group; the patterns of praise, criticism, and stated expectations for performance in each group; and personal relationships among children and teachers. The findings supported the notion that children in top reading groups, in comparison to children in lower ranking ones, had more opportunities (1) to learn academic skills, (2) to demonstrate personal competence, (3) to participate in autonomous, self-directed learning, and (4) to develop expectations for future academic success. The findings also suggested that students in top groups enjoyed more trust in their interactions with teachers, engaged in more equal status relationships with teachers, and had more opportunities to form close personal relationships with teachers. Collectively, the results indicate that internal social processes themselves contribute to subsequent differential opportunities for children placed in different ability-graded reading groups. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHEW), Rockville, MD.; National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).