Cohort practices: A conversation analytic study of transitions.

Author(s):

Mehmet Ali Icbay

Conference:

ECER 2008

Network:

19. Ethnography

Format:

Paper

Session Information

19 SES 01, Network 19 Session 1

Paper Session

Time:

2008-09-10

09:15-10:45

Room:

A1 316

Chair:

Dennis Beach

Contribution

This conversation analytic study, as a part of the project investigating the role of classroom interaction in the construction of classroom order, aimed at uncovering the cohort practices of transitions between the activities in the classroom. It was assumed that the talk-in-interaction in the classroom between the teacher and students was the fundamental base for constructing the order in the classroom. Further, the cohort practices jointly produced by teachers and students between the class activities in a session were thought to be the major indications of the classroom order construction process.

Expected Outcomes

The analysis showed that (1) the basic mechanism governing the classroom order process in the classroom life was the classroom order unit (COU), a basic organization mechanism negotiated collaboratively by the teacher and students to guide the interactions, and (2) the COUs were constructed through a four stage circle.

References

Davies, B. (1983). The role pupils play in the social construction of classroom order. British Journal of Sociology of Education, 4(1), 55-69. Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice Hall. Geertz, C. (1973). The interpretation of cultures. New York: Basic. Heap, J. (1982). Understanding classroom events: A critique of Durkin, with an alternative. Journal of Reading Behavior, 14(4), 391-411. Heap, J. (1985). Discourse in the production of classroom knowledge: Reading lessons. Curriculum Inquiry, 15, 245-279. Macbeth, D. H. (1987). Management’s work: The social organization of order and troubles in secondary schools. Unpublished doctoral dissertation, University of California, Berkeley. Macbeth, D. H. (1990). Classroom order as practical action: The making and un-making of a quiet approach. British Journal of Sociology of Education, 11(2), 189-214. Macbeth, D. H. (1991). Teacher authority as practical action. Linguistics and Education, 3, 281-313. Macbeth, D. H. (1992). Classroom “floors”: Material organizations as a course of affairs. Qualitative Sociology, 15(2), 123-150. Malinowski, B. (1922). Argonauts of the western Pacific. London: Routledge. McHoul, A. W. (1978). The organization of turns at formal talk in the classroom. Language in Society, 7, 183-213. McHoul, A. W. (1990). The organization of repair in classroom talk. Language in Society, 19(3), 349-377. Sacks, H. (1984). On doing “being ordinary”. In J. M. Atkinson & J. Heritage (Eds.), Structures of social action: Studies in conversation analysis (pp. 413-429). Cambridge: Cambridge University Press. Sacks, H. (1992). Lectures on conversation. Oxford: Basil Blackwell. Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696-735.

Author Information

Mehmet Ali Icbay

Middle East Technical University

Educational Sciences

Ankara

212

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