The texts of teaching: A study of the conceptualization and practice of college composition instruction using a literary theory model of educational research.

摘要

It was argued (with support from literature on observational classroom research and literary criticism) that understanding data collected during classroom observations--transcripts, fieldnotes, etc.--requires one to interpret the language of teachers, students, and researchers, and that such a process might be well guided by a method of textual criticism.;To test the strength of this argument, the researcher studied a set of data, consisting of transcribed audiotaped interviews (conducted with two college composition teachers, both before and after instruction) and of transcribed instruction of those same teachers. The purpose of this research was to devise and attempt a critical analysis of the data modelled on literary theory.;A critical work, J. Hillis Miller's The Linguistic Moment, was selected as the model for interpreting the data described above. This model guides readers' interpretations by alerting them to "linguistic moments" in literature, points at which readers' theories about literature are contradicted by what the page presents, and which are reconciled by the language that readers bring to bear during interpretation.;So that linguistic moments in teaching could be studied, the teachers' preliminary references to teaching, learning, students, and writing were recorded and categorized. Those categories, termed "operational theories" of instruction, were compared with the actual processes of the classroom.;When perceived as textual, the data from each class portrayed many voices and contexts. The teachers occasionally responded to this multiplicity in a way which disregarded the voices (the assumptions, goals, needs) of students, in favor of the voices of their own preliminary plans or assumptions. At other times, however, the classroom language was co-authored by students and teacher; educational goals and assumptions were regularly and mutually expressed, monitored, and revised.;Conclusions emphasize the role of multiple contexts in the planning, practicing, or studying of classroom instruction. They also reiterate the demonstrated textuality of teaching and the value of critical theory as an educational research tool.