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ERIC Number: EJ770705
Record Type: Journal
Publication Date: 2003-Nov
Pages: 13
Abstractor: Author
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0260-7476
Time to Learn: Pacing and the External Framing of Teachers' Work 1
Hoadley, Ursula
Journal of Education for Teaching: International Research and Pedagogy, v29 n3 p265-277 Nov 2003
The article reports research in two South African grade 3 classrooms, one located within a disadvantaged school and one in an affluent suburban school. The research examines the pacing rules of different transmission practices: weak pacing (a slower rate of transmission) is associated with pedagogy in the working-class school, and strong pacing (a faster rate of transmission) in the middle-class school. A further dimension to pacing, that of differentiating (between different student learning rates and different learning contexts), is identified. The discussion is developed through an analysis of how time use differs in different socio-economic contexts and points to possible relations between the internal control of the pace of learning in classrooms, and the external control of teachers' pedagogic practices. The article examines the social relations within which the different transmission practices are embedded and points to a possible relationship between teachers' transmission practices and the social relations that constitute teachers' work. (Contains 1 table and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa