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EJ968743 - "More Homework for Me, Too". Meanings of Differentiation Constructed by Elementary-Aged Students in Classroom Interaction

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ERIC #:	EJ968743
Title:	"More Homework for Me, Too". Meanings of Differentiation Constructed by Elementary-Aged Students in Classroom Interaction
Authors:	Vehkakoski, Tanja M.
Descriptors:	Video Technology; Class Activities; Student Attitudes; Learning Activities; Interaction; Individualized Instruction; Special Education; Classroom Techniques; Role; Peer Relationship; Qualitative Research; Elementary School Students; Foreign Countries; Teaching Methods
Source:	European Journal of Special Needs Education, v27 n2 p157-170 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	14
Pub Types:	Journal Articles; Reports - Research
Abstract:	Although the necessary role of differentiation in special education is well established in the literature, little is known about its social and peer interaction implications from the student perspective. The present qualitative study aims at offering detailed observational analyses of the meanings that 7- to 9-year-old students give to differentiated instruction in its initial phases in authentic classroom activities. The results were yielded from an ethno-methodological conversation analysis of the video-recordings of authentic classroom situations in a part-time Finnish special education setting (N = 12 lessons). The results revealed that whilst differentiation as a pedagogical solution serves to meet children's individual learning needs, students used knowledge of the differentiated treatment as a means by which to construct an understanding of their abilities in relation to those of their classmates or to seek self-enhancement over their peers. (Contains 5 extracts.)
Abstractor:	As Provided
Reference Count:	39

Note:	N/A
Identifiers:	Finland
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0885-6257
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education
Direct Link:	http://dx.doi.org/10.1080/08856257.2011.645586

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