Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms

2021 ◽  
pp. 1-19
Author(s):  
Maryam Khosronejad ◽  
Mary Ryan ◽  
Georgina Barton ◽  
Debra Myhill ◽  
Lisa Kervin
Keyword(s):  
Elementary Classrooms ◽  
Classroom Talk

Explorations of classroom talk and links to reading achievement in upper elementary classrooms.

2020 ◽  
Author(s):  
Amanda P. Goodwin ◽  
Sun-Joo Cho ◽  
Dan Reynolds ◽  
Rebecca Silverman ◽  
Stephanie Nunn
Keyword(s):  
Reading Achievement ◽  
Elementary Classrooms ◽  
Upper Elementary ◽  
Classroom Talk

Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

2020 ◽  
Vol 63 (6) ◽  
pp. 1947-1957
Author(s):  
Alexandra Hollo ◽  
Johanna L. Staubitz ◽  
Jason C. Chow
Keyword(s):  
Special Education Teachers ◽  
Generalizability Theory ◽  
Child Outcomes ◽  
Elementary Classrooms ◽  
Teacher Talk ◽  
Group Instruction ◽  
Data Set ◽  
School Year ◽  
Minimum Number ◽  
Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

scholarly journals Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8610
Author(s):  
Chung Kwan Lo ◽  
Gaowei Chen
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Learning Analytics ◽  
Visual Learning ◽  
Development Program ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

Adapted Use of Social Studies Textbooks in Elementary Classrooms

1994 ◽  
Vol 15 (4) ◽  
pp. 216-226 ◽  
Author(s):  
Rita M. Bean ◽  
Naomi Zigmond ◽  
Douglas K. Hartman
Keyword(s):  
Social Studies ◽  
Elementary Classrooms ◽  
Classroom Teachers ◽  
Social Studies Textbooks

Twenty-two classroom teachers (grades 1 through 7) were interviewed to obtain information about how they use their social studies textbooks, the problems they experience, and their perceptions of the strengths and weaknesses of the texts. Teachers were also asked to describe the modifications or adaptations they made to help students who might have difficulty understanding the textbook. Results indicated that although teachers liked having the textbook as a resource, they were concerned about content and comprehensibility. Teachers tended to solve the problem of textbook difficulty in three ways: Helping students to cope with the textbook, deemphasizing the textbook, or reinforcing and extending textbook information.

The designing of ocean threat comics by elementary students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Sylvia Pantaleo
Keyword(s):  
Critical Thinking ◽  
Elementary Students ◽  
Visual Art ◽  
Meaning Making ◽  
Descriptive Analysis ◽  
Elementary Classrooms ◽  
Student Knowledge ◽  
Art And Design ◽  
Ocean Literacy ◽  
Aesthetic Understanding

Abstract A paucity of research has been conducted with learners in elementary classrooms on both the use of and the student creation of science comics. During the classroom-based research featured in this article, Grade 4 students designed ocean threat comics for the culminating activity of an interdisciplinary Ocean Literacy unit, one component of a larger study. Throughout the research, the students were afforded with opportunities to develop their visual meaning-making skills and competences, as well as their aesthetic understanding of and critical thinking about multimodal ensembles through participation in activities that focused on various elements of visual art and design, and conventions of the medium of comics. The visual and descriptive analysis of one student’s ocean threat comics, which includes excerpts from the interview about her work, reveals her motivations for selecting and orchestrating specific semiotic resources to represent and express particular meanings that realized her objectives as a sign-maker. Overall, the descriptions of the pedagogy featured during the research and the student’s ocean threat comics demonstrate how the development of student knowledge about elements of visual art and design, and conventions of the medium of comics can inform and deepen students’ semiotic work of comprehending, interpreting and designing science comics.

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