Type:

Other

Description:

This study investigated teacher-child interaction within small-group science activities in a fourth-grade classroom. This qualitative study revealed three zones of interaction, or teacher-child interaction categories: Individual Zones of Interaction, Multiple Zones of Interaction, and a Collective Zone of Interaction. Each zone was further shaped by either a procedural, conceptual, or managerial focus for the interaction. These zones granted children differential levels of access to the teacher's knowledge. Based on these data and findings, we propose a discourse model for elementary science classrooms that encompasses talk, materials, knowledge, engagement, and power.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Higher Education,NSDL,Education Practices,Instructional Issues,Elementary School,NSDL_SetSpec_439869,Vocational/Professional Development Education,oai:nsdl.org:2200/20061003055313116T,Pedagogy,Education,Graduate/Professional

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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