Op zoek naar een kwalitatieve waarnemingsmethode: de patronenanalyse

Samenvatting

Until quite recently, most Dutch studies in educational sociology have focused on selection processes & mechanisms within the school system; comparatively little attention has been given to analysis of student-teacher interaction in everyday classroom situations & its effects on the reproduction of social inequity. Pattern analysis, closely related to Barney G. Glaser's & Anselm L. Strauss's grounded theory (The Discovery of Grounded Theory: Strategies for Qualitative Research, Chicago, 1967) & to P. van der Kley's & F. Webster's symbolic interactionism ("Selectie in het lager onderwijs" [Selection in the Field of Basic Education] in Kansarme groepen en hun onderwijs: Bijdragen tot de onderwijsresearchdagen [Disadvantaged Groups and Education: Contributions to Educational Research], The Hague, 1978), is advanced as a fruitful experimental approach to studying long-term student achievement. The application of path analysis to data from N. A. Flanders's Analyzing Teaching Behavior (Reading, Mass, 1970) reveals a variety of mechanisms often found in instruction, including repetition, division of students into "good" & "troublesome" categories, manipulation of rules, & the handling of incorrect student response. 4 Tables, 2 Figures, 36 References. M. Meeks.