Understanding Classroom Events: A Critique of Durkin, with an Alternative

Heap, James L.

doi:10.1080/10862968209547466

Cited by 54 publications

(11 citation statements)

References 12 publications

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“…is a way of activating prior knowledge in students. A reanalysis of the data which took into account teachers' intentions, as discussed by Heap (1982) revealed that teachers attempted to integrate prior knowledge into most of their instruction. The words they used and the concepts they represented tended to be those that fifth and sixth graders would likely have experience with.…”

Section: Characteristics Of Effective Instructionmentioning

confidence: 99%

Vocabulary Instruction during Reading Lessons in six Classrooms

Watts

1995

Journal of Reading Behavior

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This study was conducted to explore two research questions: (a) How do teachers teach meaning vocabulary during reading lessons? and (b) What are teachers' stated purposes for teaching meaning vocabulary? The data were collected in six classrooms, three each at the fifth-and sixth-grade levels, in a large urban school district. Reading instruction in each of the six classrooms was observed over the course of 4 months, for a total of 47 observations. At the end of the observation period, participating teachers were interviewed. Data analysis consisted of a search for dominant themes through open and axial coding. A taxonomy of methods for teaching vocabulary was developed in order to further describe the nature of observed instruction. New words were taught most often as a prereading activity and there was a distinct pattern of discourse surrounding word meaning instruction. Teachers typically used more than one method for teaching words, most frequently employing definitional and contextual types of instruction. Characteristics associated with effective instruction in the research literature such as activation of prior knowledge, multiple exposures, and provision of strategies for independent word learning were rarely observed. Teachers' stated purposes for vocabulary instruction were congruent with the requirements of the basal reading series used to teach reading in their school district. Teachers defined the importance of vocabulary knowledge in terms of the immediate classroom environment and requirements thereof, and not within the context of larger environments such as the school or society.

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Section: Characteristics Of Effective Instructionmentioning

confidence: 99%

Vocabulary Instruction during Reading Lessons in six Classrooms

Watts

1995

Journal of Reading Behavior

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“…To various purposes of analysis, demonstration and instruction, exemplary studies of single sequences and, by implication, instructions for what a reader could hope for from them, are to be found in Moerman (1988), Sacks (1974), and Schegloff (1972Schegloff ( , 1987Schegloff ( , 1988. See also Whelan et al (1988), and for classroom affairs, Heap (1982), and Meyer (1990).…”

Section: Locus Of Ordermentioning

confidence: 96%

Classroom Order as Practical Action: the making and un‐making of a quiet reproach

Macbeth

1990

British Journal of Sociology of Education

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This paper details the interactional work and resources of a high school teacher and student engaged in a brief sequence of reproach. Across their several turns of talk and gesture, as teacher and student press and deflect the object of the reproach, we gain access to a basic structure of classroom accountability: how teachers tie their remarks to the behaviors that prompt them. The sequential analysis of their scene shows the interactional competence that both parties bring to their exchange, the orderly structures they produce and orient to, and the potential for discovery about classroom order and management practices that lies in the observable detail of everyday scenes.

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“…This stance has of course had implications on the choice of methods and how the study unfolded. Whereas methods indeed can be viewed as a means of discovery, they are also a constraint (Heap 1982). The choice of methods and our ways of analysis bring us closer to understanding certain perspectives and phenomena while making it difficult to grasp others.…”

Section: Discussionmentioning

confidence: 99%

That will be your home : Resettlement preparations for children and youth from the Horn of Africa

Muftee¹

2014

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Understanding Classroom Events: A Critique of Durkin, with an Alternative

Cited by 54 publications

References 12 publications

Vocabulary Instruction during Reading Lessons in six Classrooms

Vocabulary Instruction during Reading Lessons in six Classrooms

Classroom Order as Practical Action: the making and un‐making of a quiet reproach

That will be your home : Resettlement preparations for children and youth from the Horn of Africa

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