Search results for: Classroom discourse
Page 1/1 7 items
In this article, the author was interested to learn more about how 1st-year mathematics teachers use questioning strategies as a method for improving student engagement in whole-class discussions. The author observed two new mathematics teacher whom he mentored in the university. The data reveal that during each of their midterm observations, the two teachers were presenting lessons that exceeded 50% of the total class period . Therefore, they spent less time on engaging students in mathematics discussions. After each midterm conversation, both teachers increase the amount of time that students were discussing mathematics.
Updated: Jan. 24, 2012
This study explored and reformulated definitions of classroom dialogue—in which teachers and students exchange, evaluate, and build on ideas—in the context of interactive whiteboard use. This article focuses on the collaborative theory-building process itself, whose aim was to exploit insights derived from research to stimulate and inform thinking, guide principled development of new classroom practices, and refine the theory. Three university researchers and three United Kingdom teachers, along with their students aged 10–14, took part in the research
Updated: Oct. 27, 2011
This study is a review of research on the association between student engagement and activity structure. In interpreting the evidence, the authors focus on studies of classroom discourse—particularly studies of dialogic and scaffolding instruction, which illustrate variability in the effects of whole-class instruction on student engagement.The authors find no conclusive evidence of a link between whole-class instruction and disengagement among low-achieving students.
Updated: Mar. 16, 2009
Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse.
Updated: Dec. 14, 2008
The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. Findings suggest that the preservice teachers entered the course without truly considering listening as an important component of teaching methods related to facilitating classroom discourse.
Updated: Mar. 02, 2008
The article examines contemporary American educational discourse and why despite the justifiable and inspiring ideals of student centeredness and democratic education, American education often results in poor educational outcomes. The author cites inconsistencies of intent and practice at the core of the problem.
Updated: Feb. 26, 2008
The paper explores the viability of practitioner research as a medium for the development of classroom talk. At its best, the research process is shown to have acted as a catalyst for improved theoretical understanding of the value of talk in learning and to have led to consequent impact on the talk curriculum.
Updated: Jan. 07, 2008