In this study, a gap is identified in the literature about teacher talk in elementary classrooms. In particular, there is not rich description of teacher talk during the routine times of the elementary classroom, the times when the class is being organized and directed so that instruction can commence or resume. The study used an ethnographic strategy of studying four teachers in an exemplary urban school, as an immersed observer, in order to determine the nature of their talk to children during the routine of the school day. The findings included many examples of teacher talk, foregrounded as more important than the researcher’s analysis. Analysis revealed that teachers teach during the routine of the day and that teachers in an exemplary urban school show congruence between their stated philosophies and goals, the literature concerning culturally relevant practice, and the nature of their talk to children.
|School:||St. John Fisher College|
|Department:||School of Education Executive Leadership|
|School Location:||United States -- New York|
|Source:||DAI-A 72/04, Dissertation Abstracts International|
|Subjects:||Linguistics, Pedagogy, Communication|
|Keywords:||Classroom routine, Discourse analysis, Ethnographic, Exemplary schools, Intermediate grades, Teacher talk, Urban education|
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