An Ethnographic Study of Elementary Teachers', Paraprofessionals', and Students' Language Exchanges during Reading

Autor/in	Aaron-Stanton, Desiree
Titel	An Ethnographic Study of Elementary Teachers', Paraprofessionals', and Students' Language Exchanges during Reading
Quelle	(2014), (165 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Widener University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-3087-4
Schlagwörter	Hochschulschrift; Dissertation; Ethnography; Elementary School Teachers; Paraprofessional School Personnel; Elementary School Students; Communication Strategies; Interpersonal Communication; Paralinguistics; Language Arts; Reading Instruction; Special Education; Behavior Disorders; Emotional Disturbances; Classroom Techniques; Outcomes of Education; Classroom Observation Techniques; Coding; Surveys; Interviews; Data Analysis; Positive Reinforcement; Empathy; Behavior Modification; Instructional Effectiveness; Teacher Behavior; Teacher Student Relationship; Nonverbal Communication + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethnografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kommunikationsstrategie; Interpersonale Kommunikation; Paralinguistik; Sprachkultur; Leseunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Gefühlsstörung; Klassenführung; Lernleistung; Schulerfolg; Codierung; Programmierung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Auswertung; Empathie; Behaviour modification; Verhaltensänderung; Unterrichtserfolg; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Non-verbal communication; Nonverbale Kommunikation
Abstract	This ethnographic study of language shows the importance of educators' appropriate use of linguistic, nonlinguistic, and paralinguistic communication techniques when working with elementary students within two classrooms who have behavioral and emotional disorders. This study focused on communication techniques used by teachers and paraprofessionals and how these forms of communication can provoke, support, or alleviate problematic situations during instruction. The conceptual framework of this study was based on key tenets of three communication forms that staff members utilize" with special education students while taking preventative actions to avoid physical outbursts. The methodology for this study included classroom observations and the coding of instances where linguistic, nonlinguistic or paralinguistic communication created positive or negative outcomes for students' reactions to classroom situations. Data sources for this ethnography also included a survey for staff members and interview questions for teachers. Results of data analysis indicated that linguistic communication that included positive reinforcement, compliments, language of empathy, placing ownership on students, and language that referred to behavior modification programs produced effective results. Staff members' use of paralinguistic communication that consisted of even toned and calm rhythm was an effective technique that helped students. Nonlinguistic forms of communication that included soft touches and standing within a close proximity of students were also proven effective. Inconsistency of staff members' use of techniques, negative language, annoyed tones, and ignoring behaviors were found to be ineffective. Results also indicated a lack of best practices of Reading/Language Arts instruction as well as inconsistent collaboration between teachers and assistants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01