Teacher authority as practical action

Making rounds: The routine work of the teacher during collaborative learning with computers

“…Early studies influenced by ethnomethodology and conversation analysis focussed on traditional whole-class teaching (e.g., Payne, 1976;McHoul, 1978;Mehan, 1979;Payne and Cuff, 1982;Macbeth, 1990Macbeth, , 1991Macbeth, , 1992. In recent years, researchers have extended this perspective to a variety of educational and instructional contexts, for example, problem-based learning in medical education (Glenn et al, 1999), laboratory work in physics education (Ford, 1999;Lindwall and Lymer, 2008), the role of technology in architectural education (Lymer et al, 2009;Ivarsson, 2010), online learning environments (Garcia and Jacobs, 1999;Çakir et al, 2009), as well as postgraduate training in mathematics (Greiffenhagen and Sharrock, forthcoming There are important respects in which the 'analytic mentality' (Schenkein, 1978) of ethnomethodolology and conversation analysis differs from the aims and methods of much research in CSCL, in particular, (1) the emphasis on analytic description rather than evaluation, (2) the focus on manifest rather than hidden aspects of interaction, (3) the dissolution rather than integration of supposedly different levels of social organisation.…”

“…Part of the reason for walking around has to do with classroom management (cf., Macbeth, 1990Macbeth, , 1991, i.e., with establishing and maintaining classroom discipline control (which means, minimally, that pupils should be sitting on their seats, not talk too loudly, and at least appear to be working). The next fragment gives a rather peculiar illustration of how the teacher can accomplish this: the pupils making various jokes about their current frame (Figure 4), which contains a piece of dung and which leads one of them to characterize Chris (sitting on the computer to their left) as "a donkey-faced mule".…”

Hugh Mehan’s Learning Lessons Reconsidered: On the Differences Between the Naturalistic and Critical Analysis of Classroom Discourse

“…12 See Hustler and Payne (1982), Macbeth (1991), Payne and Hustler (1980), and Watson and Goulet (1998) for analyses of "power" as the parties find it in the course of their ordinary affairs. These are interactionally produced and managed asymmetries of tasks, rights, obligations, identities, and so forth rather than autonomous ones.…”

Das Timing der lokalen Interaktionsordnung in universitären Settings

“…Vorherige Studien haben sich auf unterschiedliche Aspekte des praktischen Managements der Lehr-Lern-Interaktionen fokussiert wie etwa den Unterrichtsanfang (Payne 1976), den Umgang mit spät kommenden Schülern am Anfang der Unterrichtsstunde , einen "stillen Tadel" an die Schüler von Seiten des Lehrers (Macbeth 1990) oder die Art und Weise wie Autorität des Lehrers durch eine solche einfache Ressource wie Pause etabliert werden kann (Macbeth 1991). Die anderen Arbeiten wurden den Praktiken der Organisation der Kohorte gewidmet (vgl.…”