Patterns of students' and teachers' interactions in learning centres: a case study of three teacher leaders in an elementary school. Issue 6 (1st November 2016)

• Record Type: Journal Article
• Authors: Badger, James
• Is Part Of: Education 3-13. Volume 44:Issue 6(2016)
• Page Start: 617
• Page End: 631
• Publication Date: 2016-11-01
• Subjects: learning centres -- elementary education -- diversity -- classification and framing; Education -- Great Britain -- Periodicals; Education, Primary -- Periodicals; Education, Elementary -- Periodicals; 372.942
• DOI: 10.1080/03004279.2014.952756
• Languages: English
• ISSNs: 0300-4279

Abstract

Abstract : This study investigated the instructional practices of three teacher leaders employed in a diverse, elementary school in the USA. Through extended observations, it was found that learning centres occupied a central role in the organisation and learning in each of the classrooms. Bernstein's theory of classification and framing was used to analyse the patterns of classroom interactions and identify the skills and values from learning centres. This research critically examined the role centres play in developing academic and social skills in learners, including those learners from lower socio-economic backgrounds and English language learners (ELL). Learning centres were constructed on an expectation that learners made self-initiated decisions, collaborated with peers, and contributed to the development of students' academic, linguistic, and social skills in students of colour, students from lower socio-economic class backgrounds, and ELL.