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Showing 1 to 15 of 36 results Save | Export
Knox, Jo; Kontorovich, Igor' – Mathematics Education Research Group of Australasia, 2022
Supporting students of all levels to move beyond empirical arguments, which employ example based reasoning to endorse universal truths and are thus mathematically invalid, remains a challenging goal in mathematics education. Arguments that make use of generic examples are both mathematically valid and accessible for even young learners. However,…
Descriptors: Mathematics Instruction, Teaching Methods, Thinking Skills, Classification
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Robert Walldén; Pia N. Larsson – Science Education, 2024
Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support…
Descriptors: Grade 4, Elementary School Teachers, Elementary School Students, Foreign Countries
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Barak, Matan; Lefstein, Adam – Language and Education, 2022
Dialogic pedagogy aims to promote deliberative democratic skills, virtues and practices within an equitable and empowering classroom environment. This article problematizes the practice of setting classroom ground rules in light of dialogic pedagogy's democratic aspirations. Specifically, we explore the space for dissenting voices within the…
Descriptors: Democracy, Dialogs (Language), Teaching Methods, Classroom Communication
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Wiles, Peter; Anderson, Rick – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
In this study we applied a discursive perspective of learning (Sfard, 2008) to a sequence of 21 geometry mini-lessons taught in a fourth grade classroom. From this perspective, learning is defined as changes in mathematical discourse. We first characterize and then compare discourse from the beginning and the end of the mini-lesson sequence. We…
Descriptors: Geometry, Mathematics Instruction, Teaching Methods, Learning Processes
Christina M. Budde; Margaret Sullivan Marcus; Melinda Martin-Beltrán; Rebecca D. Silverman – Grantee Submission, 2022
Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We…
Descriptors: Teacher Student Relationship, Small Group Instruction, Multilingualism, Second Language Learning
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Taylor, Laura A. – English Teaching: Practice and Critique, 2019
Purpose: By recognizing high-stakes testing as a key constraint to teacher agency, this paper aims to provide a close analysis of one teacher's testing narrative to illustrate how emerging positioning is relative to high-stakes testing shapes perception of pedagogical agency. Design/methodology/approach: Data were generated through a series of…
Descriptors: High Stakes Tests, Professional Autonomy, Accountability, Anthropological Linguistics
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Taylor, Laura A.; Hikida, Michiko – Literacy Research: Theory, Method, and Practice, 2020
This article explores how critical pedagogy unfolds in the everyday interactions between teachers and students. Specifically, Freirean constructs of critique and dialogue were explored in two key literacy events drawn from an ethnographically informed case study of one fourth-grade classroom. The events were first examined from an ethnographic…
Descriptors: Critical Theory, Teaching Methods, Discourse Analysis, Teacher Student Relationship
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Zheng, Bingjie – International Journal of Bilingual Education and Bilingualism, 2021
Although English-Chinese bilingual development has been studied in community contexts, it has not been adequately addressed in the K-12 Chinese immersion classrooms despite the increasing number of Chinese immersion programs across the United States. To inform effective pedagogies in Chinese immersion classrooms, this study reports on a nine-month…
Descriptors: Code Switching (Language), Second Language Learning, Second Language Instruction, Immersion Programs
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Kaya, Sibel; Ceviz, Asli Elgun – Journal of Education and Practice, 2017
The aim of this study is to examine the nature of questioning in primary classrooms taught by teacher candidates. The participants were 39 teacher candidates enrolled in the Department of Primary Education at a large university in Western Turkey as well as 3rd and 4th-grade students in four schools located in the area. Each teacher candidate has…
Descriptors: Foreign Countries, Preservice Teachers, Teaching Methods, Questioning Techniques
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Geist, Barbara; Kupetz, Maxi; Glaser, Karen – Classroom Discourse, 2019
In primary-level German writing instruction, spelling discussions (German: "Rechtschreibgespräche") have become a well-established interactional method of teaching orthography, prompting the children to exchange their hypotheses about orthographic features of written words. Focusing on spellings of ambisyllabic consonants, this…
Descriptors: Elementary School Students, German, Spelling, Writing Instruction
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Malebese, M. L. – South African Journal of Education, 2019
Socially inclusive strategies encourage empowering, progressive and sustainable responses to social challenges and needs. These strategies are made possible through inclusion and equitable consideration of diverse contributions of those affected by the problems, and who feel obliged to find solutions to the problems. In this paper, the principles…
Descriptors: Participatory Research, Action Research, Discourse Analysis, Listening Skills
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Lester, Jessica Nina; Gabriel, Rachael – Discourse: Studies in the Cultural Politics of Education, 2017
In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted…
Descriptors: Discourse Analysis, Nonverbal Communication, Self Concept, Self Control
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Hauver, Jennifer – Democracy & Education, 2017
The purpose of this exploratory study was to identify the analytic frames children (ages 9 to 11) employed as they worked together to make sense of an ill-structured problem, what those same children did when their frames collided in the context of deliberative dialogue, and what they learned from the process of negotiation. Data included pre- and…
Descriptors: Cooperative Learning, Dialogs (Language), Persuasive Discourse, Interviews
Murphy, P. Karen; Greene, Jeffrey A.; Firetto, Carla M.; Li, Mengyi; Lobczowski, Nikki G.; Duke, Rebekah F.; Wei, Liwei; Croninger, Rachel M. V. – Grantee Submission, 2017
Small-group, text-based discussions are a prominent and effective instructional practice, but the literature on the effects of different group composition methods (i.e., homogeneous vs. heterogeneous ability grouping) has been inconclusive with few direct comparisons of the two grouping methods. A yearlong classroom-based intervention was…
Descriptors: Ability Grouping, Heterogeneous Grouping, Homogeneous Grouping, Grouping (Instructional Purposes)
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Martin-Beltrán, Melinda; Daniel, Shannon; Peercy, Megan; Silverman, Rebecca – International Multilingual Research Journal, 2017
This article analyzes how emergent bilinguals discursively support one another during literacy activities in a cross-aged peer-tutoring program in their elementary school. Drawing from Vygotskian sociocultural theory, we frame peer supports as developing a zone of relevance that fosters and sustains peer engagement in literacy discussions.…
Descriptors: Bilingualism, Peer Teaching, Second Language Learning, Second Language Instruction
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