Classroom Ordering and the Situational Imperatives of Routine and Ritual

Autor/inn/en	Diehl, David; McFarland, Daniel A.
Titel	Classroom Ordering and the Situational Imperatives of Routine and Ritual
Quelle	In: Sociology of Education, 85 (2012) 4, S.326-349 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040712452093
Schlagwörter	Classroom Techniques; High School Students; Grade 10; Grade 12; Observation; Classroom Environment; Magnet Schools; Urban Schools; Rural Schools; Statistical Analysis; Classroom Communication; Teacher Student Relationship; Group Dynamics + Suchen Sie Ihr Suchwort? Klassenführung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Beobachtung; Klassenklima; Unterrichtsklima; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Statistische Analyse; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppendynamik
Abstract	This article contends that the problem of classroom order rests less in the roles and compositions of classrooms than in the multidimensional nature of their social situations. Classroom order arises from the dynamic relationship between distinct situational requirements: the coordination of interaction into institutionalized patterns (routine) and the validation of participants' identities (ritual). Utilizing a unique data set of more than 800,000 turns of talk from 601 high school classrooms, the authors develop metrics for measuring the longitudinal accomplishment of routine (interactional stability) and ritual (interactional concord) and present two sets of analyses. The first analyses identify the antecedents to stability and concord, and the second examine how stability and concord shape the experiences and attitudes of classroom participants. Results indicate that activities and discourse combine to fulfill the requirements of ritual and routine in different ways, often meeting one at the expense of the other, and that the accomplishment of stability and concord has positive returns to classroom experiences, but in different ways for teachers and students. (Contains 9 notes, 7 tables, and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10