Children, Mathematics, and Videotape: Using Multimodal Analysis to Bring Bodies into Early Childhood Assessment Interviews

Autor/inn/en	Parks, Amy Noelle; Schmeichel, Mardi
Titel	Children, Mathematics, and Videotape: Using Multimodal Analysis to Bring Bodies into Early Childhood Assessment Interviews
Quelle	In: American Educational Research Journal, 51 (2014) 3, S.505-537 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214534311
Schlagwörter	Early Childhood Education; African American Students; Preschool Children; Rural Schools; Student Evaluation; Human Body; Attention; Informal Assessment; Numeracy; Interviews; Nonverbal Communication; Student Behavior; Researchers; Reading Ability; Educational Assessment; Observation; Video Technology + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulnote; Studentische Bewertung; Menschlicher Körper; Aufmerksamkeit; Rechenkompetenz; Interviewing; Interviewtechnik; Non-verbal communication; Nonverbale Kommunikation; Student behaviour; Schülerverhalten; Researcher; Forscher; Reading competence; Lesekompetenz; assessment; Bewertungssystem; Beobachtung
Abstract	Despite the increased use of video for data collection, most research using assessment interviews in early childhood education relies solely upon the analysis of linguistic data, ignoring children's bodies. This trend is particularly troubling in studies of marginalized children because transcripts limited to language can make it difficult to analyze embodied power relations between majority researchers and minority children. This article responds to this problem by outlining a theoretical position on power and bodies, describing multimodal analysis strategies, and using these strategies to analyze the subject positions available during a mathematical assessment interview for three African American preschool child-participants and the European American adult researcher. This study draws attention to the complexity of human interactions during assessment interviews by describing the ways children positioned themselves as willing (or not), attentive (or not), and competent (or not) as well as describing the ways the researcher sought to position herself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10