Lefstein, A and Snell, J orcid.org/0000-0002-0337-7212 (2013) Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience. British Educational Research Journal, 39 (1). pp. 73-106. ISSN 0141-1926
Abstract
English education policy‐makers have targeted classroom time as a key area for regulation and intervention, with ‘brisk pace’ widely accepted as a feature of good teaching practice. We problematise this conventional wisdom through an exploration of objective and subjective dimensions of lesson pace in a corpus of 30 Key Stage 2 literacy lessons from three classrooms in one London school. Systematic classroom observation produced an anomaly: the lessons we experienced as fast‐paced were rated objectively as slowest, and vice‐versa. We contrasted the fastest and slowest episodes in the corpus, demonstrating that for these episodes the accepted measure of pace primarily reflected differences in utterance length. Linguistic ethnographic micro‐analysis of the episodes highlighted predictability, stakes, meaning and dramatic performance as key factors contributing to pace as experienced. We argue, among other claims, that sometimes accelerating pupils' experience—and learning—necessitates slowing down the pace of teaching, and that government calls for urgency may, perversely, make lessons slower.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2011 British Educational Research Association. This is the peer reviewed version of the following article: Snell, J and Lefstein, A (2013) Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience. British Educational Research Journal, 39 (1). pp. 73-106. ISSN 0141-1926, which has been published in final form at https://doi.org/10.1080/01411926.2011.623768. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. |
Keywords: | Classroom Interaction; Education; Pace; SATs; Linguistic Ethnography; Literacy |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) > School of English (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 08 Mar 2019 14:41 |
Last Modified: | 08 Mar 2019 14:42 |
Status: | Published |
Publisher: | Wiley |
Identification Number: | 10.1080/01411926.2011.623768 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:86139 |