Heap1992a
| Heap1992a | |
|---|---|
| BibType | ARTICLE |
| Key | Heap1992a |
| Author(s) | James L. Heap |
| Title | Seeing snubs: an introduction to sequential analysis of classroom interaction |
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| Tag(s) | EMCA, education, classroom interaction |
| Publisher | |
| Year | 1992 |
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| Journal | Journal of Classroom Interaction |
| Volume | 27 |
| Number | 2 |
| Pages | 23–28 |
| URL | Link |
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Abstract
Examining the sequential organization of interaction, the author focuses on a second grade reading lesson concerned with completing a worksheet. A consideration of rules for turn-taking offers a partial explanation as to why one student is ignored; he is a rule-violator. Introducing a frame and perspective from conversation analysis, the author shows that the problem lies not with the student, but with the teacher's ineffective control of turn taking. He argues that only a sequential analysis of audi/videotaped data can reveal that the teacher actually snubs the student, rather than simply ignores him. He also argues that researchers interested in instruction and teacher effects need to consider more than can be captured with once-only, fix-choice, observational methods.
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