Institutional Construction of Actions in Education: An Analysis of the Actions of *Grouping in Elementary Classrooms

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Date dc:date

10000-01-01

Author dc:creator

• Cabraal, Liyana M.C.

Contributors dc:contributor

• Merchant, Betty

• Education, Sociology of

Language dc:language

eng

Identifier

(MiAaPQ)AAI3023027

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79621