Aspects of time and space in Open Classroom Education.

Autor/inn/en	Reh, Sabine; Berdelmann, Kathrin
Titel	Aspects of time and space in Open Classroom Education.
Quelle	Aus: Bergstedt, Bosse (Hrsg.); Herbert, Anna (Hrsg.); Kraus, Anja (Hrsg.); Wulf, Christoph (Hrsg.): Tacit dimensions of pedagogy. Münster u.a.: Waxmann (2012) S. 97-110Verfügbarkeit
Reihe	European studies on educational practices. 1
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISSN	2193-7141
ISBN	978-3-8309-2649-8
Schlagwörter	Beobachtung; Empirische Untersuchung; Fallstudie; Interaktionsanalyse; Soziale Beziehung; Beobachtung; Deutschland; Grundschule; Interaktion; Lernen; Raum; Schüler; Zeit; Offener Unterricht; Partnerarbeit; Fallstudie; Interaktionsanalyse; Videoaufzeichnung; Schuljahr 03; Grundschule; Schüler; Interaktion; Lernen; Offener Unterricht; Videoaufzeichnung; Partnerarbeit; Zeit; Raum; Deutschland
Abstract	In this paper the authors focus on the effects of implicit temporal and spatial dimensions in open classroom interaction of students. More precisely, they look at temporal aspects of interaction that evolve out of cooperative interaction and how dynamics of handling time by learning partners lead to privileged positions and power within a process that shall ultimately be cooperative. Assuming that those temporal practices are qualified by and bound to spatial and material dimensions, a central question is how the specific temporal and spatial configurations in open classroom learning contribute to increasing differences between students. Particular temporal and spatial structures are both experienced by students and generated by their interactional practices in open classroom education (Löw 2001, Berdelmann 2010). With respect to the classroom, open instruction and individualization seem to demand different and more flexible spatial arrangements (Reh/Kolbe 2009). With respect to temporal issues, an increase of flexibility and individual structuring is thought to be more adapted to the? subjective? time of learners (Drews 2008, Danner 2008) than the subjection to external time regimes (Geißler 1997). However, by analyzing video sequences, the authors identify forms of interaction that they assume to be implicit effects of the interplay between spatial and temporal elements and which can reverse the intended benefits of flexible time and space structures that are associated with open classroom settings. (DIPF/Autor).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/4