Text selection proposals in dialogic reading in primary school

Abstract In dialogic reading during inquiry learning in primary school, pupils read, think and talk together about text fragments for answering their research questions. This paper demonstrates from a conversational analytic perspective, how the shared activity of text selection is constructed in a goal oriented conversation and how text selection proposals are used. Two main practices are identified depending on the situation: (1) when all participants are reading the text for the first time, a text selection proposal is constructed with reading-out-loud fragments, and (2) when only one of the participants is reading the text, a text selection proposal is constructed with an indexical text reference and indicative summary of the topic. In both practices, a separate utterance that functions as a proposal is required to accomplish the complete text selection proposal turn.

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How primary school children address reading problems in dialogic reading

Research on Children and Social Interaction ◽

10.1558/rcsi.12411 ◽

2021 ◽

Vol 4 (2) ◽

Author(s):

Maaike Pulles ◽

Jan Berenst ◽

Tom Koole ◽

Kees De Glopper

Keyword(s):

Primary School ◽

Conversation Analysis ◽

Word Identification ◽

Dialogic Reading ◽

Primary School Children ◽

Reading Problems ◽

Principal Role ◽

Research Questions ◽

Primary School Pupils ◽

Reading Activity

In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collaboratively addressed. Word identification problems are mostly signalled implicitly during the genuine reading activity and are in most cases immediately corrected by the co-participant, to continue the reading activity as smooth as possible. Meaning problems are displayed more explicitly, by use of requests for information, that are explicit about the purpose, but not always explicitly addressed to the other participant. Therefore all participants, including the text in a principal role, can assist.

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Text formulations as practices of demonstrating understanding in dialogic reading

Text & Talk - An Interdisciplinary Journal of Language Discourse Communication Studies ◽

10.1515/text-2019-0222 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Maaike Pulles ◽

Jan Berenst ◽

Tom Koole ◽

Kees de Glopper

Keyword(s):

Primary School ◽

Conversation Analysis ◽

Inquiry Learning ◽

Relevant Information ◽

Dialogic Reading ◽

Shared Understanding ◽

Research Questions ◽

Text Content

Abstract This paper examines text formulations in the interaction between peers in primary school during dialogic reading, in inquiry learning settings. In this context pupils collaboratively use information from texts to answer their research questions. The data analyzed include 25 excerpts of pupils demonstrating understanding of text. We used Conversation Analysis to analyze how pupils demonstrate their understanding by the use of text formulations, as a specific type of formulations, and how these formulations function as a bridge between the reading action and the discussion of text content. Parallel to the types of conversational formulations (gist and upshot), we found two practices of demonstrating understanding, namely (1) formulating the gist of relevant text to demonstrate literal understanding, and (2) formulating an upshot to demonstrate how the text contributes to the reading goal. Both types are used to establish shared understanding of text, but focus the discussion as well on what participants find relevant information in the text to further talk about. To reach shared understanding and to use it for next steps, both interactants need to have access to the text in some way. This study contributes to our understanding of how pupils collaboratively use text to build their knowledge.

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Pedagogical Conditions for Digital Citizenship Formation among Primary School Pupils

Revista Romaneasca pentru Educatie Multidimensionala ◽

10.18662/rrem/13.3/442 ◽

2021 ◽

Vol 13 (3) ◽

pp. 95-115

Author(s):

Olga Fediy ◽

Liudmyla Protsai ◽

Nataliia Gibalova

Keyword(s):

Primary School ◽

Critical Evaluation ◽

Educational Process ◽

Digital Citizenship ◽

Control Applications ◽

World Community ◽

Project Method ◽

Initial Stage ◽

Primary School Pupils ◽

First Time

The digitalization of the world community implies the need for preparing the citizens for active activities in the virtual environment, critical evaluation of information content, and safe behavior on the internet. Additional importance, in this context, is to be attributed to the need for the formation of digital intelligence (DQ). The initial stage of DQ development is specifically important, as involves the development of digital citizenship. The article presents the results of scientific theoretical and experimental research on the problem of primary school pupils’ digital citizenship formation. The scientific novelty is that for the first time the concepts of “primary school pupils’ digital citizenship” and “a digital citizen”, as well as the criteria, indicators, and levels of its development, have been specified. In addition, the pedagogical conditions of digital citizenship formation have been defined as the project method implementation, based on digital citizenship content; the use of parental control applications; the use of didactic infographics in the informational and educational environment. The article presents the pedagogical model of school pupils’ digital citizenship formation in the educational process. The study was conducted on the basics of the Poltava V. G. Korolenko National Pedagogical University (2018-2020).

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Assessment Accommodations for Foreign Pupils in the Light of Educational Justice: Empirical Research among Slovenian Primary School Teachers

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.18 ◽

2017 ◽

Vol 7 (1) ◽

pp. 131-148

Author(s):

Mojca Žveglič Mihelič

Keyword(s):

Primary School ◽

Recent Experience ◽

Educational Justice ◽

School Teachers ◽

Primary School Teachers ◽

Teachers Perceptions ◽

Principle Of Justice ◽

Research Questions ◽

Primary School Pupils ◽

Generalist Teachers

The starting points of primary school pupils in a foreign country differ significantly from those of native pupils. In Slovenia, the knowledge of pupils who are foreign citizens (foreign pupils) may be assessed with different accommodations for no more than two years. The presented research conducted on a representative sample of 697 Slovenian primary school teachers addresses their perspectives, using a questionnaire, on assessment accommodations for foreign pupils. The following research questions are answered: 1) What are teachers’ perceptions of assessment accommodations for foreign pupils; are there differences between teachers who had recently taught foreign pupils and those who had not? 2) Do generalist teachers have different perceptions than subject teachers do? 3) What kind of assessment accommodations do teachers practice for these pupils after the expiration of the two-year period; do generalist and subject teachers act differently? 4) Do teachers perceive assessment accommodations as being just? We demonstrate that teachers who have recent experience of teaching foreign pupils are more aware of the need for assessment accommodations than those who do not. The majority of the teachers accommodate assessment and grading even after the two-year period, especially generalist teachers. Additionally, some of them have lower expectations with regard to achieving knowledge standards for these pupils. While the majority of the teachers perceive accommodated assessment as being just, they are unsure of whether the period of allowed adjustments should be longer. This raises the questions about teachers’ understanding of educational justice and the application of the principle of justice in practice.

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Material Reinforcement, Cognitive and Affective Behaviours among Primary School Pupils’

Review of European Studies ◽

10.5539/res.v8n3p115 ◽

2016 ◽

Vol 8 (3) ◽

pp. 115

Author(s):

IGBO JANET. N. ◽

MEZIEOBI D. I. ◽

EZENWAJI IFEYINWA ◽

ONUORAH GRACE

Keyword(s):

Standard Deviation ◽

Data Collection ◽

Primary School ◽

Research Design ◽

Research Paper ◽

T Test ◽

Research Questions ◽

Primary School Pupils ◽

The Impact

<p>This research paper aimed at determining the impact of material reinforcement on primary school pupils’ cognitive and affective behaviours in the classroom situations. Two research purposes, research questions and two hypotheses guided the study. Expose-factor research design was adopted. The sample for the study was 557 pupils. Questionnaire was used in data collection. Mean standard deviation and t-test were applied in answering the research questions while t-test was used in the analysis of the data. Results obtained indicated that material reinforcement influenced both cognitive and affective behaviours of primary school pupils significantly.</p>

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Establishing the Contexts of Disruptive Behaviours and Psychological Implications among Pre-Primary and Primary School Pupils

Review of European Studies ◽

10.5539/res.v9n4p114 ◽

2017 ◽

Vol 9 (4) ◽

pp. 114

Author(s):

Janet Ngozi Igbo ◽

Angie Oboegbulem ◽

Ifeyinwa Ezenwaji

Keyword(s):

Primary School ◽

Primary Schools ◽

Disruptive Behaviors ◽

Male And Female ◽

Disruptive Behaviours ◽

The Mean ◽

Research Questions ◽

Primary School Pupils ◽

Adequate Communication

The study attempted to examine the contexts under which disruptive behaviors occur among pupils in pre-primary and primary schools in Nsukka Urban. The population of the study comprised all pre-primary and schools pupils. A sample of one hundred and sixty-four (164) pupils (both male and female) was drawn. Data was collected through observation. The mean was adopted for answering the research questions. The findings indicated that the context under which disruptive behaviors were displayed by pupils, include the following: when child lacks writing materials, when the environment is noisy, when the child is oppressed by his or her classmates, when the child is frustrated and when the child lacks adequate communication. The findings also indicated that with male pupils, disruptive behaviors occur frequently under all the five items, while with the female pupils disruptive behaviors occur frequently under four of the items and occur slightly on one the items. The psychological implications were also addressed in the study.

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PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK ENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SD NEGERI 003 SUKAJADI

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v3i3.7073 ◽

2019 ◽

Vol 3 (3) ◽

Author(s):

Masderiani Hasibuan

Keyword(s):

Social Sciences ◽

Primary School ◽

Learning Outcomes ◽

Inquiry Learning ◽

Fourth Grade ◽

Female Students ◽

Male Students ◽

Average Value ◽

Fourth Grade Students ◽

Public Primary School

The purpose of this study was to improve the learning outcomes of Social Sciences fourth grade students of Public Primary School 003 Sukajadi with a total of 27 students, consisting of 15 male students and 12 female students. This study uses classroom action research with important stages such as planning, implementation, practice, and reflection. The results of this study show, judging by the basic score, the average value of students is 64.37, with students completing 13 people or 48.14%. after the first cycle, the average value of students has increased to 76.45 while students who completed it became 19 people or 70.3%. while the second cycle, the average value increased to 80.39 with students completing 23 people or 85.18%. From the results of the study, it can be concluded that the application of the inquiry learning model can improve the learning outcomes of Social Sciences in fourth grade students of Public Primary School 003 Sukajadi.

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