Instructional Strategy and the "Creation" of Classroom Status Export

@article{citeulike:6083383, abstract = {This paper argues that the teacher's selection of instructional strategy can play a role in determining who participates and who is heard in class discussions, and that the teacher can, in effect, "create" new groups of pupils who are high in these "communicative status" variables by his/her choice of instructional strategy. Case studies of three classrooms where different types of instructional strategies were used illustrate and support the point. These classrooms also differed in the acquired academic and social status of the pupils who participated and the pupils who were attended to in class discussions; the cognitive level of pupil responses that were attended to by other pupils; and final reading achievement (entering reading controlled for). The case studies were developed as part of a year-long sociolinguistic study of 164 second-, third- and fourth-grade pupils in six classrooms in a single elementary school. 10.3102/00028312020004645}, author = {Morine-Dershimer, Greta}, citeulike-article-id = {6083383}, citeulike-linkout-0 = {http://dx.doi.org/10.3102/00028312020004645}, citeulike-linkout-1 = {http://aer.sagepub.com/content/20/4/645.abstract}, citeulike-linkout-2 = {http://aer.sagepub.com/content/20/4/645.full.pdf}, day = {1}, doi = {10.3102/00028312020004645}, journal = {Am Educ Res J}, keywords = {active, classroom, interactive, learning, strategy, teacher, teaching}, month = {January}, number = {4}, pages = {645--661}, posted-at = {2009-11-07 22:30:15}, priority = {2}, title = {Instructional Strategy and the "Creation" of Classroom Status}, url = {http://dx.doi.org/10.3102/00028312020004645}, volume = {20}, year = {1983} }

TY - JOUR ID - citeulike:6083383 L3 - citeulike-article-id:6083383 N2 - This paper argues that the teacher's selection of instructional strategy can play a role in determining who participates and who is heard in class discussions, and that the teacher can, in effect, "create" new groups of pupils who are high in these "communicative status" variables by his/her choice of instructional strategy. Case studies of three classrooms where different types of instructional strategies were used illustrate and support the point. These classrooms also differed in the acquired academic and social status of the pupils who participated and the pupils who were attended to in class discussions; the cognitive level of pupil responses that were attended to by other pupils; and final reading achievement (entering reading controlled for). The case studies were developed as part of a year-long sociolinguistic study of 164 second-, third- and fourth-grade pupils in six classrooms in a single elementary school. 10.3102/00028312020004645 IS - 4 JF - Am Educ Res J EP - 661 TI - Instructional Strategy and the "Creation" of Classroom Status VL - 20 SP - 645 KW - active KW - classroom KW - interactive KW - learning KW - strategy KW - teacher KW - teaching AU - Morine-Dershimer, Greta PY - 1983/01/01/ UR - http://dx.doi.org/10.3102/00028312020004645 ER -