Institutional Construction of Actions in Education: An Analysis of the Actions of *Grouping in Elementary Classrooms
Cabraal, Liyana M.C.
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https://hdl.handle.net/2142/79621
Description
Title
Institutional Construction of Actions in Education: An Analysis of the Actions of *Grouping in Elementary Classrooms
Author(s)
Cabraal, Liyana M.C.
Issue Date
2001
Doctoral Committee Chair(s)
Merchant, Betty
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Sociology of
Language
eng
Abstract
The study was conducted by observing grouping practices in two classrooms and interviewing a group of teachers who were, in some way, involved in teaching in those two classrooms. The study found that categorizations in classrooms are, in many ways, fluid, and actions related to such categorizations take place as a continuous structuring process. Those actions manifest that in this environment of categorizations both individuality and collectivity complement each other. The study also found that the actions of groupings in both classrooms transform the complexities of diversity in the classroom into a familiar version of ability. Ability is addressed in multiple ways. All actions of grouping are created daily with multiple structures, and they contribute to the growth of larger structures. The study raised several arguments in relation to the concepts of structure and action. It addressed the need for developing comprehensive theoretical schemes by studying practical actions of members of schools in small learning units.
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