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Direct linkNi, Yujing; Zhou, Dehui; Li, Xiaoqing; Li, Qiong – Cognition and Instruction, 2014
This study, based on observation of 90 fifth-grade mathematics classes in Chinese elementary schools, examined how the task features, high cognitive demand, multiple representations, and multiple solution methods may relate to classroom discourse. Results indicate that high cognitive demand tasks were associated with teachers' use higher order…
Descriptors: Teacher Student Relationship, Cognitive Ability, Task Analysis, Mathematics Instruction
Reznitskaya, Alina; Glina, Monica; Carolan, Brian; Michaud, Olivier; Rogers, Jon; Sequeira, Lavina – Contemporary Educational Psychology, 2012
This study investigated whether students who engage in inquiry dialogue with others improve their performance on various tasks measuring argumentation development. The study used an educational environment called Philosophy for Children (P4C) to examine specific theoretical assumptions regarding the role dialogic interaction plays in the…
Descriptors: Research Design, Intervention, Persuasive Discourse, Program Effectiveness
Kamberelis, George; Wehunt, Mary D. – Cultural Studies of Science Education, 2012
In this article, we report on a study of how creative linguistic practices (which we call "hybrid discourse practices") were enacted by students in a fifth-grade science unit on barn owls and how these practices helped to produce a synergistic micro-community of scientific practice in the classroom that constituted a fertile space for students…
Descriptors: Discourse Analysis, Elementary School Science, Science Education, Grade 5
