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An Ethnographic Study of Elementary Teachers', Paraprofessionals', and Students' Language Exchanges during Reading
Aaron-Stanton, Desiree
ProQuest LLC, 2014
ProQuest LLC
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Título:
An Ethnographic Study of Elementary Teachers', Paraprofessionals', and Students' Language Exchanges during Reading
Autor:
Aaron-Stanton, Desiree
Assuntos:
Behavior Disorders
;
Behavior Modification
;
Classroom Observation Techniques
;
Classroom Techniques
;
Coding
;
Communication Strategies
;
Data Analysis
;
Elementary School Students
;
Elementary School Teachers
;
Emotional Disturbances
;
Empathy
;
Ethnography
;
Instructional Effectiveness
;
Interpersonal Communication
;
Interviews
;
Language Arts
;
Nonverbal Communication
;
Outcomes of Education
;
Paralinguistics
;
Paraprofessional School Personnel
;
Positive Reinforcement
;
Reading Instruction
;
Special Education
;
Surveys
;
Teacher Behavior
;
Teacher Student Relationship
É parte de:
ProQuest LLC, 2014
Descrição:
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.]
Editor:
ProQuest LLC
Formato:
165
Idioma:
Inglês
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