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Transplanting English Infant School Ideas to American Classrooms and Some Effects on Language Use [microform] / Courtney B. Cazden
Bib ID 5209921
Format BookBook, MicroformMicroform, OnlineOnline
Author
Cazden, Courtney B
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1970 
10 p. 
Summary

The research methodology of this study is at least as important as the actual findings. For certain types of information seeking, directed conversations, or interviews, seem most desirable. Yet, although such conversations are easy to carry on with teachers, they are difficult to manage with 6-year-old children, especially when the interviewer is unfamiliar to the child. In this study, one of the interviewer's assistants wrote a detailed description of five minutes of the child's behavior while another assistant took Polaroid pictures of the child at the same time. In the afternoon, the interviewer took each child aside and asked him to describe what he was doing in the pictures. The children spoke freely and easily with the interviewer about the pictures and their own activity. Data collected in this manner and from other techniques were used to compare the Follow-Through classrooms of Teacher A (child-directed individualized learning) and Teacher B (teacher-directed group instruction). The children in Teacher A's class valued "other activities" (block play, water play, listening to records) more than "doing what the teacher likes" and "doing" traditional academic tasks, while Teacher B's students did not. Also, the language used by Teacher A's students was more differentiated and varied than that used by the other class. (MH)

Notes

ERIC Note: Revised version of a paper presented at the American Educational Research Association Symposium, Minneapolis, Minnesota, March 6, 1970.

Sponsoring Agency: Ford Foundation, New York, NY.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Interviews.  |  Language Acquisition.  |  Language Styles.  |  Photography.  |  Teacher Attitudes.  |  British Infant Schools.  |  Classroom Observation Techniques.  |  Teaching Methods.
Other authors/contributors Harvard Univ., Cambridge, MA. Graduate School of Education
Available From ERIC 
000 02904cam a22003732u 4500
001 5209921
005 20181017113020.0
007 he u||024||||
008 080220s1970    xxu ||| b     ||| | eng d
035 |9(ericd)ED040756
035 |a5209921
037 |aED040756|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aCazden, Courtney B.
245 1 0 |aTransplanting English Infant School Ideas to American Classrooms and Some Effects on Language Use|h[microform] /|cCourtney B. Cazden.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1970.
300 |a10 p.
500 |aERIC Note: Revised version of a paper presented at the American Educational Research Association Symposium, Minneapolis, Minnesota, March 6, 1970.|5ericd
500 |aSponsoring Agency: Ford Foundation, New York, NY.|5ericd
520 |aThe research methodology of this study is at least as important as the actual findings. For certain types of information seeking, directed conversations, or interviews, seem most desirable. Yet, although such conversations are easy to carry on with teachers, they are difficult to manage with 6-year-old children, especially when the interviewer is unfamiliar to the child. In this study, one of the interviewer's assistants wrote a detailed description of five minutes of the child's behavior while another assistant took Polaroid pictures of the child at the same time. In the afternoon, the interviewer took each child aside and asked him to describe what he was doing in the pictures. The children spoke freely and easily with the interviewer about the pictures and their own activity. Data collected in this manner and from other techniques were used to compare the Follow-Through classrooms of Teacher A (child-directed individualized learning) and Teacher B (teacher-directed group instruction). The children in Teacher A's class valued "other activities" (block play, water play, listening to records) more than "doing what the teacher likes" and "doing" traditional academic tasks, while Teacher B's students did not. Also, the language used by Teacher A's students was more differentiated and varied than that used by the other class. (MH)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aInterviews.|2ericd
650 0 7 |aLanguage Acquisition.|2ericd
650 0 7 |aLanguage Styles.|2ericd
650 0 7 |aPhotography.|2ericd
650 0 7 |aTeacher Attitudes.|2ericd
650 1 7 |aBritish Infant Schools.|2ericd
650 1 7 |aClassroom Observation Techniques.|2ericd
650 1 7 |aTeaching Methods.|2ericd
710 2 |aHarvard Univ., Cambridge, MA. Graduate School of Education.
856 4 1 |uhttps://eric.ed.gov/?id=ED040756
984 |aANL|cmc 2253 ED040756|d77000000050070
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Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.