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European Scientific Journal, ESJ, Feb 28, 2016

This study explores the verbal feedback utilized by a group of Moroccan primary school teachers. ... more This study explores the verbal feedback utilized by a group of Moroccan primary school teachers. The intent is to identify feedback types used and how effective they are in building knowledge and scaffolding thinking. The theoretical framework underpinning this study is embedded within the sociocultural perspective that conceptualizes the classroom as a cultural location of meaning in which relationships, functions, regulations, values, and norms are socially constructed. The study draws on observation data in large-class settings. Twenty two teachers from five different schools took part in the study. Twenty two lessons covering a range of subjects and topics were observed. Verbal manuscripts of classroom discourse were analyzed qualitatively. The analysis of the transcripts revealed that although four different types of feedback were identified, there was little variation in teacher provision of feedback. One particular form was preponderantevaluative feedback. Interactional issues related to encouraging student responses and thinking are also addressed. Findings reveal that teachers infrequently offer the types of feedback interventions categorized as effective in improving learning during typical classroom interactions. These results are important as they provide an awareness of the feedback practices employed in the observed classrooms and the significant effects they have on classroom interaction and student learning. We conclude by highlighting consequences of these findings on professional development, and offer opportunities for future research.

International Journal of Innovation and Applied Studies, Jul 2, 2017

This paper presents an ethnographic study conducted in five Moroccan primary schools in Marrakesh... more This paper presents an ethnographic study conducted in five Moroccan primary schools in Marrakesh and region. This study utilizes cultural models theory as an instrument of inquiry to probe primary school teachers' beliefs and assumptions about pedagogical reform initiatives. The intent is to develop awareness of the sociocultural embeddedness of teachers' thinking with regard to pedagogical renewal. In the course of interviews, the overwhelming majority of teachers harbor lingering doubts about the possibility of institutionalizing pedagogical reform. Imported pedagogies are informed by knowledge, values, and justifications generated in their own contexts. Henceforth, there is a need for a thoughtful consideration of the local context if imported pedagogies are to yield some of their anticipated results. The teachers believe that reform in primary school, in the face of daunting challenges, is doomed to failure. This might explain the fact that after years of 'implementation', pedagogical innovation in primary school has done poorly in terms of being institutionalized and does not appear to have achieved its desideratum. In the absence of optimal conditions that facilitate implementation, reform effort is a waste of time, money and energy. The teachers call for a bottom-up model for policy development which takes into account the central role of teachers' beliefs and actual practices in the policy design and enactment processes.

American Journal of Educational Research, Feb 17, 2016

This article presents an ethnographic study conducted in five Moroccan primary schools in Marrake... more This article presents an ethnographic study conducted in five Moroccan primary schools in Marrakech and region. This study uses cultural models theory as a tool of inquiry to investigate primary school teachers' conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority. The intention is to develop awareness of the sociocultural embeddedness of teachers' beliefs and assumptions with regard to classroom practice. Classroom observations and interviews indicate that the exercise of authority is a routine feature of most teacher-student interactions. Classroom control and discipline seem to constitute an integral part of the pedagogical conceptualizations of most interviewed teachers. There is insistence on establishing teacher authoritative presence in class as a guaranty of exacting obedience and compliance from students. The teachers identify their functions mainly in terms of classroom control and knowledge transmission. Teacher-student relationship is governed and regulated by a well-defined system of hierarchical values and customs. The teachers' views seem to run counter official pronouncements on institutionalizing learner-centered approaches. This might explain the fact that after years of 'implementation', learner-centered approaches has done poorly in terms of being institutionalized and do not appear to have achieved their desiderata.

International Journal of Innovation and Applied Studies, 2017

This paper presents an ethnographic study conducted in five Moroccan primary schools in Marrakesh... more This paper presents an ethnographic study conducted in five Moroccan primary schools in Marrakesh and region. This study utilizes cultural models theory as an instrument of inquiry to probe primary school teachers’ beliefs and assumptions about pedagogical reform initiatives. The intent is to develop awareness of the sociocultural embeddedness of teachers’ thinking with regard to pedagogical renewal. In the course of interviews, the overwhelming majority of teachers harbor lingering doubts about the possibility of institutionalizing pedagogical reform. Imported pedagogies are informed by knowledge, values, and justifications generated in their own contexts. Henceforth, there is a need for a thoughtful consideration of the local context if imported pedagogies are to yield some of their anticipated results. The teachers believe that reform in primary school, in the face of daunting challenges, is doomed to failure. This might explain the fact that after years of ‘implementation’, peda...

American Journal of Educational Research, 2016

This article presents an ethnographic study conducted in five Moroccan primary schools in Marrake... more This article presents an ethnographic study conducted in five Moroccan primary schools in Marrakech and region. This study uses cultural models theory as a tool of inquiry to investigate primary school teachers’ conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority. The intention is to develop awareness of the sociocultural embeddedness of teachers’ beliefs and assumptions with regard to classroom practice. Classroom observations and interviews indicate that the exercise of authority is a routine feature of most teacher–student interactions. Classroom control and discipline seem to constitute an integral part of the pedagogical conceptualizations of most interviewed teachers. There is insistence on establishing teacher authoritative presence in class as a guaranty of exacting obedience and compliance from students. The teachers identify their functions mainly in terms of classroom control and knowledge transmission. Teacher-stud...

American Journal of Educational Research, 2016

This article presents an ethnographic study conducted in five Moroccan primary schools in Marrake... more This article presents an ethnographic study conducted in five Moroccan primary schools in Marrakech and region. This study uses cultural models theory as a tool of inquiry to investigate primary school teachers’ conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority. The intention is to develop awareness of the sociocultural embeddedness of teachers’ beliefs and assumptions with regard to classroom practice. Classroom observations and interviews indicate that the exercise of authority is a routine feature of most teacher–student interactions. Classroom control and discipline seem to constitute an integral part of the pedagogical conceptualizations of most interviewed teachers. There is insistence on establishing teacher authoritative presence in class as a guaranty of exacting obedience and compliance from students. The teachers identify their functions mainly in terms of classroom control and knowledge transmission. Teacher-stud...

This study reports on the nature of classroom talk and the dynamics of interaction within dominan... more This study reports on the nature of classroom talk and the dynamics of interaction within dominant pedagogical practices in Moroccan primary classrooms, namely the patterns of engagement between teachers and pupils. The main purpose is the identification of key issues impacting on classroom talk and patterns of teacher-pupil interaction as research suggests effectual management of the quality of classroom interaction is likely to result in promoting the quality of teaching and learning. The theoretical framework underpinning this research is embedded within the sociocultural perspective that accentuates the social nature of development and conceptualizes learning as a matter of participation in a social process of knowledge construction. The design of the study was observational, applying focused-whole class observation. Analysis of interaction was predicated upon audio-recordings and classroom observation of twelve classrooms in four primary schools. The outcomes unraveled the prep...

European Scientific Journal

This article presents an ethnographic study conducted in five Moroccan primary schools in Marrake... more This article presents an ethnographic study conducted in five Moroccan primary schools in Marrakech and region. This study uses cultural models theory as a tool of inquiry to investigate primary school teachers' conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority. The intention is to develop awareness of the sociocultural embeddedness of teachers' beliefs and assumptions with regard to classroom practice. Classroom observations and interviews indicate that the exercise of authority is a routine feature of most teacher–student interactions. Classroom control and discipline seem to constitute an integral part of the pedagogical conceptualizations of most interviewed teachers. There is insistence on establishing teacher authoritative presence in class as a guaranty of exacting obedience and compliance from students. The teachers identify their functions mainly in terms of classroom control and knowledge transmission. Teacher-student relationship is governed and regulated by a well-defined system of hierarchical values and customs. The teachers' views seem to run counter official pronouncements on institutionalizing learner-centered approaches. This might explain the fact that after years of 'implementation', learner-centered approaches has done poorly in terms of being institutionalized and do not appear to have achieved their desiderata.

International Journal of Innovation and Applied Studies, Jul 2, 2014

This study investigates to what extent Moroccan primary school teachers utilize questions as a po... more This study investigates to what extent Moroccan primary school teachers utilize questions as a powerful pedagogical implement to stimulate thinking and construct knowledge. The intent is to highlight the forms and functions of questions posed and how effective they are in consolidating understanding and scaffolding thinking. The theoretical framework underpinning this study is embedded within the sociocultural perspective that conceptualizes the classroom as a cultural location of meaning in which relationships, functions, regulations, values, and norms are socially constructed. The study draws on observation data in large-class settings. Twenty teachers from five different schools took part in the study. Fifty lessons covering a range of subjects and topics were observed. Some of the lessons were audiotaped following teachers' consent. Verbal manuscripts of classroom questions were analyzed qualitatively and quantitatively. The focus was on questioning exchanges and how they aided or obstructed knowledge construction and cognitive engagement of learners. The findings of this study illustrate how whole-class questioning is dominated by factual questions requiring prescripted responses. Few questions were of speculative nature, which invites opinions, hypotheses and imaginings. Teachers employ questioning to retain control and to support their teaching, rather than pupil learning. . From the results it can then be recommended that in-service workshops should be supplied for teachers, and courses on how to use effective classroom questions to advance attainment/ learning outcomes of students. The concern for good use of teachers' classroom questions for effectual learning outcomes should also be integrated in the training programs at different teacher training centers in Morocco. 354

This article presents an ethnographic study conducted in five Moroccan primary schools in Marrake... more This article presents an ethnographic study conducted in five Moroccan primary schools in Marrakech and region. This study uses cultural models theory as a tool of inquiry to investigate primary school teachers' conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority. The intention is to develop awareness of the sociocultural embeddedness of teachers' beliefs and assumptions with regard to classroom practice. Classroom observations and interviews indicate that the exercise of authority is a routine feature of most teacher–student interactions. Classroom control and discipline seem to constitute an integral part of the pedagogical conceptualizations of most interviewed teachers. There is insistence on establishing teacher authoritative presence in class as a guaranty of exacting obedience and compliance from students. The teachers identify their functions mainly in terms of classroom control and knowledge transmission. Teacher-student relationship is governed and regulated by a well-defined system of hierarchical values and customs. The teachers' views seem to run counter official pronouncements on institutionalizing learner-centered approaches. This might explain the fact that after years of 'implementation', learner-centered approaches has done poorly in terms of being institutionalized and do not appear to have achieved their desiderata.

European Scientific Journal, ESJ, Feb 28, 2016

International Journal of Innovation and Applied Studies, Jul 2, 2017

American Journal of Educational Research, Feb 17, 2016

International Journal of Innovation and Applied Studies, 2017

This paper presents an ethnographic study conducted in five Moroccan primary schools in Marrakesh... more This paper presents an ethnographic study conducted in five Moroccan primary schools in Marrakesh and region. This study utilizes cultural models theory as an instrument of inquiry to probe primary school teachers’ beliefs and assumptions about pedagogical reform initiatives. The intent is to develop awareness of the sociocultural embeddedness of teachers’ thinking with regard to pedagogical renewal. In the course of interviews, the overwhelming majority of teachers harbor lingering doubts about the possibility of institutionalizing pedagogical reform. Imported pedagogies are informed by knowledge, values, and justifications generated in their own contexts. Henceforth, there is a need for a thoughtful consideration of the local context if imported pedagogies are to yield some of their anticipated results. The teachers believe that reform in primary school, in the face of daunting challenges, is doomed to failure. This might explain the fact that after years of ‘implementation’, peda...

American Journal of Educational Research, 2016

This article presents an ethnographic study conducted in five Moroccan primary schools in Marrake... more This article presents an ethnographic study conducted in five Moroccan primary schools in Marrakech and region. This study uses cultural models theory as a tool of inquiry to investigate primary school teachers’ conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority. The intention is to develop awareness of the sociocultural embeddedness of teachers’ beliefs and assumptions with regard to classroom practice. Classroom observations and interviews indicate that the exercise of authority is a routine feature of most teacher–student interactions. Classroom control and discipline seem to constitute an integral part of the pedagogical conceptualizations of most interviewed teachers. There is insistence on establishing teacher authoritative presence in class as a guaranty of exacting obedience and compliance from students. The teachers identify their functions mainly in terms of classroom control and knowledge transmission. Teacher-stud...

American Journal of Educational Research, 2016

This article presents an ethnographic study conducted in five Moroccan primary schools in Marrake... more This article presents an ethnographic study conducted in five Moroccan primary schools in Marrakech and region. This study uses cultural models theory as a tool of inquiry to investigate primary school teachers’ conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority. The intention is to develop awareness of the sociocultural embeddedness of teachers’ beliefs and assumptions with regard to classroom practice. Classroom observations and interviews indicate that the exercise of authority is a routine feature of most teacher–student interactions. Classroom control and discipline seem to constitute an integral part of the pedagogical conceptualizations of most interviewed teachers. There is insistence on establishing teacher authoritative presence in class as a guaranty of exacting obedience and compliance from students. The teachers identify their functions mainly in terms of classroom control and knowledge transmission. Teacher-stud...

European Scientific Journal

This article presents an ethnographic study conducted in five Moroccan primary schools in Marrake... more This article presents an ethnographic study conducted in five Moroccan primary schools in Marrakech and region. This study uses cultural models theory as a tool of inquiry to investigate primary school teachers' conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority. The intention is to develop awareness of the sociocultural embeddedness of teachers' beliefs and assumptions with regard to classroom practice. Classroom observations and interviews indicate that the exercise of authority is a routine feature of most teacher–student interactions. Classroom control and discipline seem to constitute an integral part of the pedagogical conceptualizations of most interviewed teachers. There is insistence on establishing teacher authoritative presence in class as a guaranty of exacting obedience and compliance from students. The teachers identify their functions mainly in terms of classroom control and knowledge transmission. Teacher-student relationship is governed and regulated by a well-defined system of hierarchical values and customs. The teachers' views seem to run counter official pronouncements on institutionalizing learner-centered approaches. This might explain the fact that after years of 'implementation', learner-centered approaches has done poorly in terms of being institutionalized and do not appear to have achieved their desiderata.

International Journal of Innovation and Applied Studies, Jul 2, 2014

This article presents an ethnographic study conducted in five Moroccan primary schools in Marrake... more This article presents an ethnographic study conducted in five Moroccan primary schools in Marrakech and region. This study uses cultural models theory as a tool of inquiry to investigate primary school teachers' conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority. The intention is to develop awareness of the sociocultural embeddedness of teachers' beliefs and assumptions with regard to classroom practice. Classroom observations and interviews indicate that the exercise of authority is a routine feature of most teacher–student interactions. Classroom control and discipline seem to constitute an integral part of the pedagogical conceptualizations of most interviewed teachers. There is insistence on establishing teacher authoritative presence in class as a guaranty of exacting obedience and compliance from students. The teachers identify their functions mainly in terms of classroom control and knowledge transmission. Teacher-student relationship is governed and regulated by a well-defined system of hierarchical values and customs. The teachers' views seem to run counter official pronouncements on institutionalizing learner-centered approaches. This might explain the fact that after years of 'implementation', learner-centered approaches has done poorly in terms of being institutionalized and do not appear to have achieved their desiderata.