Search results for: Reinsvold Lori A.
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The authors describe the dynamic discourse interactions between a teacher and her students in a third-grade science classroom. The authors focused on how the teacher and students initiate, prompt, respond, and provide feedback; use questioning and power strategies; and how questions are associated with power dynamics. Results revealed that teacher talk was twice as frequent as students’ talk; questions were primarily closed-ended and task-oriented; and students asked few questions. The teacher exercised power by keeping activities organized and conventional, and utilizing subject matter.
Updated: Mar. 21, 2013