This study sought to determine the role of "Show-and-Tell" or "Newstime" in children's early school experiences. The study drew upon: (1) three case studies of newstime in kindergarten classroom in two Sydney, Australia, classrooms; (2) a state-wide questionnaire that surveyed 392 kindergarten through Grade 2 (K-2) teachers in New South Wales concerning their newstime practices; and (3) an C:hnographic study in a kindergarten classroom in which newstime was explored from the perspectives of the teacher, the children, and a small group of parents. The study found that Show-and-Tell or Newstime is a regular part of a large majority of K-2 classrooms in New South Wales and that teachers have explicit purposes for including this activity in the curriculum. Teacher emphasis is on skill development rather than on the provision of opportunities to share oral narratives. The findings suggest that disparities exist between the pedagogical purposes cited in the research literature, teacher intentions, and the reality of newstime as it is organized in the classroom. (Contains 5i references.) (MDM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** The framing of educational knowledge through "Show-and-Tell" in Elementary Classrooms Robyn Ann Cusworth Education Faculty University of Sydney Abstract U.S. DEPARTMENT OF EDUCATION (Mice of Eflocalf Rosearcn and Improvement EDUCATIONAL RESOI IRCES INFORMATION CENTER (ERIC) ):Ks.This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction qualityU.S. DEPARTMENT OF EDUCATION (Mice of Eflocalf Rosearcn and Improvement EDUCATIONAL RESOI IRCES INFORMATION CENTER (ERIC) ):Ks.This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality Points of view or opinions slated in this document do not necessarily represent official OERI posh on or policy. Despite the fact that "Show-and-Tell" or "newstime" is programmed daily in many Australian elementary or K-2 classrooms, it often appears to he an undertheorised 'ad hoc' component of the school day. The current study seeks to demonstrate that this curriculum activity may provide important insights into the explicit and implicit issues children are learning about the nature of school knowledge from the very beginning of their school careers. The study was articulated in three interrelated and developmental phases: (i) three case studies of Show-and-Tell or newstime in kindergarten classrooms in two Sydney schools; (ii) a state wide questionnaire of three hundred and ninety two K-2 teachers' newstime practices and their purposes if programming newstime regularly; and (iii) an ethnographic study in a kindergarten classroom in which the children and a small group of parent perspectives were explored alongside the teacher's. Findings indicate that newstime is a regular part of a large majority of K-2 classrooms in NSW and that teachers have explicit purposes for its inclusion in the curriculum. Teacher emphasis is on skill development rather than on the provision of opportunities to share oral narratives. Findings suggest that disparities exist between the pedagogical purposes cited in the research literature, teacher intentions and the actuality as it is organised in the classroom. Technical routines may be inhibiting interactive, child-centred discussion. This study demonstrates the importance of exploring such taken-for-granted components of the elementary curriculum. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

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Freya's fantastic surprise

Citations

The Framing of Educational Knowledge through "Show-and-Tell" in Elementary Classrooms.

References

The Framing of Educational Knowledge through "Show-and-Tell" in Elementary Classrooms.