Nonverbal Communications Between American Indian Children and Their Teachers. Final Report.

Autor/in	Greenbaum, Paul
Institution	Native American Research Associates, Lawrence, KS.
Titel	Nonverbal Communications Between American Indian Children and Their Teachers. Final Report.
Quelle	(1983), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indian Culture; American Indian Education; American Indians; Anglo Americans; Classroom Environment; Classroom Research; Comparative Analysis; Cultural Differences; Elementary Education; Grade 5; Grade 6; Nonverbal Communication; Public Schools; Student Behavior; Student Teacher Relationship; Teacher Behavior; Kansas + Suchen Sie Ihr Suchwort? American Indian; Indianer; Klassenklima; Unterrichtsklima; Kultureller Unterschied; Elementarunterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Non-verbal communication; Nonverbale Kommunikation; Public school; Öffentliche Schule; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten
Abstract	To examine the hypotheses that differences exist between Indians and non-Indians in the nonverbal regulation of conversation and that these differences cause functional difficulties in classroom interaction, the study quantitatively examined differences in the nonverbal repertoires of students and teachers in an American Indian school system and a predominantly middle class Anglo school system. Researchers videotaped 11 fifth and sixth grade class sessions in which Anglo teachers in Mississippi Choctaw Indian schools and Lawrence, Kansas, schools used a switchboard participation structure. Researchers recorded data with 2 cameras, one providing a wide field of view of the teacher and the class and the other recording the listener gaze of 18 students (8 Choctaw, 3 non-Choctaw Indians, and 7 non-Indians). The video tapes provided data on student utterances, turn switching pauses, listener gaze, butting-in interruptions, individual versus "choral" speaking, and teacher utterances and switching pauses. All utterances and switching pauses were precisely timed, and transcribed results supported the hypotheses, showing the Choctaw students spoke individually less often, used shorter utterances, interrupted the teacher more often, and gazed more a peers while the teacher was talking than their Anglo counterparts. Choctaw school teachers had longer switching pauses, asked more questions, and used shorter utterances to ask questions of individual students. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC