Difference between revisions of "Macbeth1990"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Douglas Macbeth; | + | |Author(s)=Douglas Macbeth; |
| − | |Title=Classroom order as practical action: | + | |Title=Classroom order as practical action: the making and un-making of a quiet reproach |
| − | |Tag(s)=EMCA; Classroom interactions; Reproach; Accountability; | + | |Tag(s)=EMCA; Classroom interactions; Reproach; Accountability; |
|Key=Macbeth1990 | |Key=Macbeth1990 | ||
|Year=1990 | |Year=1990 | ||
|Journal=British Journal of Sociology of Education | |Journal=British Journal of Sociology of Education | ||
|Volume=11 | |Volume=11 | ||
| − | |Pages= | + | |Number=2 |
| + | |Pages=189–214 | ||
|URL=http://www.tandfonline.com/doi/abs/10.1080/0142569900110205 | |URL=http://www.tandfonline.com/doi/abs/10.1080/0142569900110205 | ||
| − | |DOI= | + | |DOI=10.1080/0142569900110205 |
|Abstract=This paper details the interactional work and resources of a high school teacher and student engaged in a brief sequence of reproach. Across their several turns of talk and gesture, as teacher and student press and deflect the object of the reproach, we gain access to a basic structure of classroom accountability: how teachers tie their remarks to the behaviors that prompt them. The sequential analysis of their scene shows the interactional competence that both parties bring to their exchange, the orderly structures they produce and orient to, and the potential for discovery about classroom order and management practices that lies in the observable detail of everyday scenes. | |Abstract=This paper details the interactional work and resources of a high school teacher and student engaged in a brief sequence of reproach. Across their several turns of talk and gesture, as teacher and student press and deflect the object of the reproach, we gain access to a basic structure of classroom accountability: how teachers tie their remarks to the behaviors that prompt them. The sequential analysis of their scene shows the interactional competence that both parties bring to their exchange, the orderly structures they produce and orient to, and the potential for discovery about classroom order and management practices that lies in the observable detail of everyday scenes. | ||
}} | }} | ||
Latest revision as of 00:17, 22 October 2019
| Macbeth1990 | |
|---|---|
| BibType | ARTICLE |
| Key | Macbeth1990 |
| Author(s) | Douglas Macbeth |
| Title | Classroom order as practical action: the making and un-making of a quiet reproach |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interactions, Reproach, Accountability |
| Publisher | |
| Year | 1990 |
| Language | |
| City | |
| Month | |
| Journal | British Journal of Sociology of Education |
| Volume | 11 |
| Number | 2 |
| Pages | 189–214 |
| URL | Link |
| DOI | 10.1080/0142569900110205 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper details the interactional work and resources of a high school teacher and student engaged in a brief sequence of reproach. Across their several turns of talk and gesture, as teacher and student press and deflect the object of the reproach, we gain access to a basic structure of classroom accountability: how teachers tie their remarks to the behaviors that prompt them. The sequential analysis of their scene shows the interactional competence that both parties bring to their exchange, the orderly structures they produce and orient to, and the potential for discovery about classroom order and management practices that lies in the observable detail of everyday scenes.
Notes
