What in the World Happens in Classrooms? Qualitative Classroom Research

Autor/inn/en	Candela, Antonia; Rockwell, Elsie; Coll, Cesar
Titel	What in the World Happens in Classrooms? Qualitative Classroom Research
Quelle	In: European Educational Research Journal, 3 (2004) 3, S.692-713 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
Schlagwörter	Verbal Communication; Classroom Research; Qualitative Research; Meetings; Research Methodology; Researchers; Teaching Methods; Social Environment; Outcomes of Education; Nonverbal Communication + Suchen Sie Ihr Suchwort? Qualitative Forschung; Meeting; Tagung; Research method; Forschungsmethode; Researcher; Forscher; Teaching method; Lehrmethode; Unterrichtsmethode; Soziales Umfeld; Lernleistung; Schulerfolg; Non-verbal communication; Nonverbale Kommunikation
Abstract	This report synthesizes the discussion that took place in a Conference on Qualitative Classroom Research ("What in the world happens in classrooms?" ), organized by the authors and held in Oaxtepec, Mexico in May 2002. The primary aim was to visualize possible interconnections among the various disciplines represented by the 35 scholars who were present. We faced the initial difficulty of defining what "classrooms" are, have been, or will become. This led to a discussion of the various links between classrooms and their social contexts, which posed the problem of working on various spatial and temporal scales. The topic of learning was a constant preoccupation, as we considered that researchers still lack tools to connect specific teaching practices with student outcomes over time, and simultaneously to account for learning in other, non-classroom, spaces. Although qualitative classroom research has shown convincing results on the nature of verbal interaction, a current horizon is the integration on non-verbal modes of representation and communication, in ways that make sense to both researchers and participants. Finally, the knowledge of cultural and historical, global and local, (dis)continuities, provides a new angle for viewing classroom practices, but also entails methodological and conceptual challenges. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10