topics and goals. Students often explained absenteeism in terms of frustration with the program, such as unmet needs or boredom. Teachers reluctance to critically assess their curricula and teaching styles became a barrier to recognizing students concerns. Fluidity of the student population presented teachers with challenges in curriculum development. The consequence of excessive flexibility was twofold. First, some learners found it difficult to comprehend subject matter. Second, the field curriculum generated miscommunication further reinforced students frustration.
Based on the cycle the researchers identified two areas staff could address to minimize absenteeism. The most obvious strategies break the cycle of absenteeism concern additional curriculum structure and more effective communication among staff and students regarding objectives and expectations would clearly increase student satisfaction. Another important strategy is that more attentive and respectful estimations of students develop ownership of their learning.
The current article is clearly and logically developed. Its well motivated presentation of how ethnographic methodology works within its holistic approach of stakeholders. It is should be mentioned that that this research went beyondthe conflicting viewpoints of teachers anf students on absenteeism to identify practical solution.
2) The title of the article is "The analysis of classroom talk: Methods and Methodologies". The author of the article is Neil Mercer.
The article describes some methods for analyzing the talk and interaction of teachers and students (so called, classroom talk). The methods described and assessed by the author are of qualitative and quantitative types. The author analyses the stre
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