Teachers' Theories and Methods in Structuring Routine Activities in an Inner City School
Keywords:
classroom organization, ethnography, inner-city schools, ethnomethodology, teacher perceptionsAbstract
This paper presents an ethnographic case study conducted in an inner city elementary school in Montreal. It focuses, first, on how teachers formulate assumptions about pupils' behaviours on the basis of past experiences; second, on how teachers group a heterogeneous student population less on the basis of ability than on practical organizational interests; and, third, on how teachers' purposes and pedagogical circumstances affect their perception of classroom behaviour to accomplish specific activities.
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