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Hookin‘’Em In at the Start of School in a ‘Whole Language’ Classroom
Author(s) -
Edelsky Carole,
Draper Kelly,
Smith Karen
Publication year - 1983
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.1983.14.4.05x1589c
Subject(s) - literacy , mathematics education , contrast (vision) , pedagogy , psychology , sociology , computer science , artificial intelligence
How does a teacher with an unusual stance regarding literacy get children to operate in line with her framework? In one inner‐city sixth grade classroom, the children acted according to new expectations before the first day was over. We describe the means used and contrast these with findings from literature on teacher effectiveness and the beginning of school. We explain the discrepancies and children's quick acceptance of the teacher's “deal” by appealing in part to differences in teachers' and researchers' theoretical orientations to literacy.