Literaturnachweis - Detailanzeige
| Autor/inn/en | Day, Barbara D.; Hunt, Gilbert H. |
|---|---|
| Institution | North Carolina Univ., Chapel Hill. Frank Porter Graham Center. |
| Titel | Verbal Interaction Across Age, Race, and Sex in a Variety of Learning Centers in an Open Classroom Setting. Final Report. |
| Quelle | (1974), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Studie; Age Differences; Classroom Environment; Heterogeneous Grouping; Interaction Process Analysis; Learning Centers (Classroom); Observation; Open Education; Peer Relationship; Primary Education; Racial Differences; Self Directed Classrooms; Sex Differences; Student Teacher Relationship; Verbal Communication |
| Abstract | This investigation was conducted to determine if 5-year-old students randomly chosen from an open classroom for 4-, 5-, and 6-year-olds communicated at random across sex, race, and age groups. The classroom was composed of nine learning centers and was organized around the following activities: math, dramatic play, blocks, art, reading, listening, science, outside play, and games. Each of the 16 subjects was observed separately for one 55-minute period during a free choice or an integrated activity time in centers. Data collected on each child involved: (1) choice of centers; (2) length of time in the center; (3) peer interaction received and unitiated across sex, age, and race; and (4) interaction initiated by and received from staff members. The interaction data on each child were combined in order to represent a sample of the overall interaction of all 5-year-olds in this setting. Data were classified as to verbal interaction in each center. Results indicate that students show a bias toward interacting verbally with peers of the same sex and race. It was concluded that simply grouping children heterogeneously by age, sex, and race does not guarantee that the children will communicate across the groups at random. (CS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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