Adaptation: The Language of Classroom Learning

Autor/inn/en	Baquedano-Lopez, Patricia; Solis, Jorge L.; Kattan, Shlomy
Titel	Adaptation: The Language of Classroom Learning
Quelle	In: Linguistics and Education: An International Research Journal, 16 (2005) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5898
DOI	10.1016/j.linged.2005.11.001
Schlagwörter	Grade 4; Interaction; Classrooms; Teaching Methods; Grade 3; Interpersonal Relationship; Science Education; Longitudinal Studies; Adjustment (to Environment); Educational Theories; Learning Strategies; Learning Activities + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Interaktion; Classroom; Klassenraum; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Naturwissenschaftliche Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Educational theory; Theory of education; Bildungstheorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernaktivität
Abstract	In this article, we propose a theory for understanding the processes of adaptation in classroom learning and interaction. Adaptation processes are the emergent, improvisational, and recursive relationships between tensions and how they subsequently reorder learning activities. Through the analysis of a representative example of classroom interaction, we illustrate that shifts and tensions in the course of ongoing learning activity (adaptations) lead to the creation of new knowledge and the actualization of curricula. This theoretical framework arises from research conducted as part of a 3-year longitudinal study of third and fourth grade science elementary school classrooms. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10