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Classroom Meeting: a Window Into Children’S Cultures CLASSROOM MEETING: A WINDOW INTO CHILDREN’S CULTURES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Julie M. Eirich, M.Ed. ***** The Ohio State University 2006 Dissertation Committee: Approved by Professor Rebecca Kantor, Adviser ______________________________ Professor Pat Enciso Adivser Professor Barbara Seidl College of Education ABSTRACT This ethnographic study examines classroom meetings within a progressive education classroom. Specifically the study takes place in an Informal first and second grade multi-age classroom that reflects the democratic ideals of progressive education. Informed by sociocultural theory, the researcher focuses on how the cultures of the classroom are co-constructed and reflected through the interactions of its participants. The everyday patterns of action and interaction establish the school and peer cultures distinct to the Informal classroom. The researcher used multiple methods of data collection to provide a lens for viewing each of these worlds. The methods include: daily audio recordings and participant observation notes, weekly collections of artifacts, quarterly grounded surveys, and small group interviews as needed. Distinctive in its progressive pedagogy, the teacher as an agent of school culture presents the norms and rituals that must be learned in order to be an Informal student. The school culture further reflects the teacher’s focal concerns as a progressive educator: a democratic education with an integration of the curriculum. While the teacher presents these norms, the students contribute their own input and ultimately daily life in negotiated as a co- construction. Tracer units, such as the ritual of sharing, reveal the social construction of classroom action and discourse as the children create a distinct social history reflecting ii the common experiences they share with one another. Rituals also unveil the focal concerns that emerge with the construction of a peer culture. Fulfilling the role of a participant-observer, the researcher observes how a school culture event makes room for the peer culture to intersect creating opportunities for emergent literacy and for authentically assessing students’ social development. Ultimately, these intersections provide a place for relationships to develop and for the foundation of a classroom community to be co-constructed. Together, the children and the teacher of the classroom become keepers of the history, geography, and culture of the classroom community. Classroom meetings are more than just simple events; they are complex and culturally connected, offering its participants a potential of possibilities, including the chance to be part of something bigger than oneself. iii Dedicated in memory of my father and in honor of my mother iv ACKNOWLEDGMENTS There are many individuals that I need to thank for I could not have made this journey alone. I want to thank my parents whom from a very young age instilled within us the value of higher education. Although my father is no longer physically with us, he is always in my presence. I am grateful for being blessed with such a loving mother who has taught me that strong faith prevails through all of life’s encounters. I want to thank Brian and Tasha for the love and support you could only ask for from a brother and sister. And to the love of my life, Ed, who has only known me in my role as a teacher- researcher. I thank you for your ever enduring patience and encouragement. There were many times throughout this journey that you served as my inspiration. I want to thank my colleagues of whom I value at both a personal and professional level. The master teachers of the Informal Program have guided and shaped my identity as a progressive educator. My teammates, Abby and Gayle, have lived through this experience with me as they took the time to listen when I began to construct meaning out of my observations. My colleague, Sabrina, who always offered her insight no matter what time of day I was calling. My colleagues, removed from the context yet close in friendship, Megan and Crissie, whose words of encouragement have served as motivation. And to my colleagues that have now formed an organization of our own, the v B.I.G., who have stood beside me and believed in me as I walked this journey. I am gratefully indebted to my adviser, Rebbeca Kantor for her guidance and support. From the very beginning, it was her work that served as my inspiration. I appreciate her efforts to help me find my way as I struggled to find the path. Along with Rebecca, Pat Enciso and Barbara Seidl have been on this journey with me since I was here as a student before becoming a teacher. Their contributions to the field of education have guided me in my roles both as a teacher and as a researcher. I appreciate their support with the work on my revisions that have made a difference in the final presentation of my analysis. Finally, I thank those that influenced this study the most, the children of my classroom. As an eighth year student of my own teaching, I have discovered that my own acts of inquiry can serve as a model for the children of my classroom as we embark together on a quest for knowledge. vi VITA July 21, 1976 …………………………...Born - Columbus, Ohio 1998 ……………………………………B.S. Family Relations and Human Development, The Ohio State University 1999 ……………………………………M.Ed. Elementary Education, The Ohio State University 1999 - 2003 ……………………………Teacher, Upper Arlington City Schools 2003 - 2004 …………………………… Graduate Teaching Assistant, The Ohio State University 2004 - present ………………………….Teacher, Upper Arlington City Schools FIELDS OF STUDY Major Fields: Early Childhood Elementary Education Education Administration Aligned Fields: Barrington’s Faculty Advisory Committee Upper Arlington Curriculum, Instruction, & Assessment Committee Reggio Emilia Study Group National Education Association Ohio Education Association Upper Arlington Education Association Representative Central Ohio Regional Professional Development Center Summer Institute for Reading and Writing Intervention Central Ohio Special Education Regional Resource Center vii TABLE OF CONTENTS Page Abstract ……………………………………………………………………………….……..ii Dedication …………………………………………………………………………………..iv Acknowledgements ……………………………………………………………………........v Vita ………………………………………………………………………………………...vii List of Figures ………………………………………………………………………..…......xi Chapters: 1. Introduction ……………………………………………………………………...….1 Progressive Education ………………………… …………………………...3 Sociocultural Theory …………………………………………………...…...6 An Ethnographic Perspective ……………………………………………….9 2. Literature Review ………………………………………………………………….12 Theories of Socialization ………….…………………………………….…16 The Sociocultural Perspective ……….….…………………………17 Influence of Progressive Education ………………………………...………20 School Culture ……………………………………………………………..24 Peer Culture ………………………………………………………………..27 Broadening Perspectives ………………………………..………………….34 Classroom Culture …………………………………………………………40 3. Methodology ………………………………………………………………………47 The Interpretivist Tradition ……………………………………………...47 Research Questions ……………………………………………………...49 Situating the Researcher ………………………………………….……..50 Methods …………………………….……………………………………57 Ethnographic Research Design ……………………………….……57 Research Site …………………………………………………..…..59 Research Participants ………………………………………...…….62 Selection of Site and Participants ……………………………..……63 viii Data Collection …………………………………….………………….…...65 Participant Observation: Uncovering the Culture …………………..66 Descriptive Data ……………………………………………….…..69 Informal Group Interviews ………………………………………...71 Documentation and Artifacts ……………………………………....72 Data Analysis ……………………………………………………………...76 Grounded Theory …………..……………………………………...77 Establishing Validity ………………………………………………………84 Trustworthiness …………………………………………………....86 4. Findings …………………………………………………………………………....92 Becoming an Informal Student, a Peer, and a Citizen…………………………….92 Norms and Expectations …………………………………………………...95 Rituals ……………………………………………………………………104 Sitting in a Circle …………………………………………………105 Sharing …………………………………………………………...107 Cultural Roles in the Classroom: The Role of the Inquirer ………………..112 Using the Language of the Classroom: Interrogative Questions …..116 Establishing Language Routines: Morning Message ……………...120 Classroom Discourse: The Changing Role of Children’s Language ……....122 Social Construction of Conversation ……………………………...129 The Democratic Classroom: A Focal Concern …………………………....142 Negotiating Among Diverse Interests ………………………….....143 Voting ……………………………………………………………146 Conflict Resolution ………………………………………………151 Curriculum Integration: A Teacher’s Focal Concern ……………………..154 Literature ………………………………………………………...156 Threads of Curriculum …………………………………………...159 Peer Culture: A Social Construction of Group Identity …………………………..167 Emerging Themes ……………………………………………………….168 Role of Language ………………………………………………………..173 Roles and Relationships …………………………………………………179 Friendships ………………………………………………………179 Focal Concerns …………………………………………………..179 Relationship Restraints …………………………………………..183 Gender Differentiation …………………………………………...187 Social Status ……………………………………………………..192 Norms and Expectations …………………………………………………201 Fairness ………………………………………………………….202 Competition ……………………………………………………...204 An Intersection of Childhood Cultures: The Potential of Possibilities ……………206 Emergent Curriculum …………………………………………………….210 Emergent Literacy ………………………………………………………..217 Authentic
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