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Open Access Thesis

Keywords

Interaction analysis in education--Case studies; Interaction analysis in education; Kindergarten teachers; Teacher-student relationships; Case studies;

Abstract

Teacher-talk during kindergarten Sharing Time was described and explained through a qualitative study of 3 kindergarten teachers. Transcripts of 12 teacher interviews and six Sharing Time observations formed the basis of the study. Results showed that there appears to be a mismatch between teachers' stated goals and actual practice. Teacher-talk dominated much of Sharing Time and occurred in a short discourse style. Categories of teacher-talk were developed through constant comparative analysis. Two broad categories of questions and comments were further divided. Questions fell into four categories: information-seeking, clarification, management, and off-topic. Information-seeking questions were further classified as low-level literal, high-level literal, low-level inferential, and high-level inferential. Comments were classified into five categories: clarification, evaluation, management, off-topic, and other. A mean percentage and range of utterances were obtained for each category. Teachers cited maturity level of students, time management, and quality of the sharing object as primary causal factors for their patterns of talk.

Year of Submission

1989

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Sharon A. Moore

Second Advisor

David W. Moore

Third Advisor

Cathy L. Thompson

Comments

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Date Original

1989

Object Description

1 PDF file (339 leaves)

Language

en

File Format

application/pdf

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