This research investigates various purposes of teacher discourse moves essential to orchestrate dialogic discourse in secondary science classrooms. Data collected includes classroom observations and ...teacher interviews of two teachers teaching in an Indian school setting, whose classroom practices subscribed to a dialogic framework. A discursive move framework was developed, using a grounded, interpretative approach, to analyse teacher moves and their purposes at the utterance level. Iterative examination of the data led to the emergence of overarching goals being pursued for dialogic organisation of talk. These goals are conceptualised as three components of a schema characterising dialogic discourse in science classrooms: Foundation (F) aimed at developing a culture of discourse; Initiation (I) moves working towards sparking students' multiple perspectives; and Perpetuation (P) moves, which engage students in active exchange of ideas. Through axial coding, it emerged that teacher utterances, as detailed in the discursive framework, enabled the three components to come into play in dialogic classrooms. Specific tools used by the two teachers have been identified. A repertoire of tools facilitating teachers to position themselves as 'enablers of talk for thinking' Chin, C. (2006). Classroom interaction in science: teacher questioning and feedback to students' responses. International Journal of Science Education, 28(11), 1315-1346. has been identified.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
This paper explores the relationships between students' language use and group dynamics in a Chinese project-oriented CALL (PrOCALL) classroom. The study reveals that PrOCALL does not necessarily ...create more target language use and that L1 performs multiple functions through descriptive statistics and fine-grained microanalysis of group interaction. The results also highlight how group dynamics develop and evolve. From a sociocultural perspective, the study demonstrates the first language can be a powerful tool in boosting the potential for collaborative language learning. This paper argues for the need for more qualitative study on interaction at the computer.
Understanding the development of self-regulated learning (SRL) in applied educational contexts is currently an important goal for researchers. There exists a relatively rich literature for most SRL ...components in isolation yet the field is lacking in understanding their coordination. This study examined the relationship between metacognitive monitoring and causal attributions in a classroom setting over the duration of an academic semester. Undergraduates (N = 193) enrolled in an educational psychology course provided monitoring judgments before and after four tests and also rated their attributional responses after each test. A number of interesting findings emerged. Attributions were not found to be significant predictors of subsequent judgments of monitoring accuracy. Monitoring accuracy measured with an absolute accuracy index yielded minimal significant relationships with attributional dimensions yet a prediction bias index was found to be associated with locus of causality, stability, and personal control and postdiction bias with external control, stability, and personal control. Finally, internal attributions led to higher performance, supporting prior literature, however more stable attributions were also related to higher performance, a finding not supported by prior literature. Findings and implications are discussed with regard to the facilitation of effective academic self-regulation.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This study examined self-reports and instructional videos provided by 25 preservice teachers to demonstrate differentiated instruction in meeting the needs of culturally and linguistically diverse ...students (CLDS) in the United States. Self-reported journals were thematically analyzed and compared with corresponding instructional videos. The results revealed a mismatch between perceptions and practices of differentiation. Clearly, additional efforts must be taken to prepare preservice teachers to differentiate their instruction for CLDS in the areas of content, process, product, and environment. Teacher preparation programs must invest time and resources to adequately prepare preservice teachers for the challenge of differentiating instruction for CLDS.
Behavior‐specific praise (BSP) and other forms of positive feedback and public acknowledgment are underutilized in secondary classrooms. Surprisingly, few studies have evaluated the independent ...effects of BSP in these settings. Using a multiple baseline design with an embedded A/B/B + C condition sequence, the purpose of the current study was to evaluate the effects of BSP and BSP combined with public posting on the appropriately engaged and disruptive behaviors across 4 secondary classrooms. Results supported a functional relation between BSP alone and improvements in students' appropriately engaged and disruptive behaviors. Combining BSP with public posting, which involved writing students' names on the classroom whiteboard, further increased students' appropriately engaged behaviors but had mixed effects on students' disruptive behaviors. Practical implications, limitations, and directions for future research are discussed.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Empowering students to express their own voices is an important educational aim; yet, the exploration of sensitive topics in discussion-based activities poses particular challenges concerning the ...realisation of student voices. In consideration of this issue, we analyse how one teacher and his lower secondary students coped with such challenges by using microblogging technology designed specifically for educational purposes. We examine the extent to which this technology affords extended conditions for the aforementioned realisation when ideas about the body and sexuality are presented, shared and justified in a science lesson. Our results illustrate how microblogging contributes to the emergence of new communicative principles of sequentiality that are not present in classroom discussions without digital technology. We argue that these principles are central to why students are ultimately being provided a space for participation wherein conditions for realising their voices about a sensitive topic in Science are extended.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
The purpose of the present study was to compare the effects of teacher public (i.e., loud) and private (i.e., quiet) praise on students' appropriately engaged behavior (AEB) and disruptive behaviors ...(DB). Employing a combined multiple-baseline withdrawal design, the effects of loud and quiet praise were assessed across two pairs of secondary classrooms. Each classroom's mean percentage of observed intervals of AEB and DB across loud and quiet praise intervention phases was assessed and compared. Overall, visual analysis of the data, multilevel modeling, and effect sizes showed that both loud and quiet praises were more effective than no treatment at increasing AEB and decreasing DB. In addition, there were no statistical or clinically significant differences between the loud and quiet praise interventions. The results are discussed in light of appropriate practices and controversies in the literature.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Due to rapid social and economic development in China over the last three decades, information and communication technologies (ICTs) have become increasingly available in Chinese classrooms and ...families. However, there is a lack of research regarding Chinese students’ use of ICTs in mathematics learning. In this study, we examined how Chinese students access, use, and perceive ICTs in learning mathematics. To this end, a conceptual framework for ICTs and the role of ICTs in students’ learning of mathematics was established. Using a mixed-methods approach, we collected data from 223 students in four randomly selected secondary schools in Shanghai through a questionnaire survey, followed by classroom observations and interviews with students and teachers. The results revealed that various ICTs are widely accessible in Shanghai classrooms and students overall have a positive view about the role of ICTs in their mathematics learning, especially in problem solving and in learning geometry. When learning mathematics at home, students used handheld technological devices more frequently than non-portable devices. Furthermore, there were significant differences between different students in terms of school performance levels, grade levels, and genders in their use of ICTs in learning mathematics. In particular, students from high-performing schools had more access to various ICTs but used them less frequently than their peers from ordinary schools. Suggestions and implications of the findings are discussed at the end of the paper.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Collaborative problem solving, when students work in pairs or small groups on a curriculum-related task, has become an increasingly common feature of classroom education. This paper reports a study ...of a topic which has received relatively little attention: how teachers can most usefully intervene when students are working in a group, but have encountered some sort of problem. The data used comes from a large-scale interventional study of mathematics and science teaching in secondary schools in south-east England, in which interactions between teachers and students were recorded in their usual classrooms. We identify the typical problem situations which lead to teachers' interventions, and describe the different ways teachers were observed to intervene. We examine the different types of intervention, and consider how effective they are in helping group work proceed in a productive manner. Finally, we offer some conclusions about the practical implications of these findings.
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