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Showing 1 to 15 of 20 results Save | Export
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David DeLiema; Jeffrey K. Bye; Vijay Marupudi – ACM Transactions on Computing Education, 2024
Learning to respond to a computer program that is not working as intended is often characterized as finding a singular bug causing a singular problem. This framing underemphasizes the wide range of ways that students and teachers could notice discrepancies from their intention, propose causes of those discrepancies, and implement interventions.…
Descriptors: Computer Software, Troubleshooting, Intention, Intervention
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Song, Yu; Lei, Shunwei; Hao, Tianyong; Lan, Zixin; Ding, Ying – Journal of Educational Computing Research, 2021
Due to benefits for teaching and learning, an increasing number of studies have focused on classroom dialogue and how to make it productive. Coding, in which the transcribed conversation is allocated to a set of features, is commonly employed to deal with the textual data arising from this dialogue. This is generally done manually and cannot…
Descriptors: Semantics, Classification, Classroom Communication, Dialogs (Language)
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Lui, Debora; Walker, Justice T.; Hanna, Sheri; Kafai, Yasmin B.; Fields, Deborah; Jayathirtha, Gayithri – Interactive Learning Environments, 2020
Portfolios have recently gained traction within computer science education as a way to assess students' computational thinking and practices. Whereas traditional assessments such as exams tend to capture learning within artificial settings at a single point in time, portfolios provide more authentic opportunities to document a trajectory of…
Descriptors: High School Students, Computer Science Education, Textiles Instruction, Portfolios (Background Materials)
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Stockero, Shari L.; Van Zoest, Laura R.; Peterson, Blake E.; Leatham, Keith R.; Rougée, Annick O. T. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
This study investigates teacher responses to a common set of high potential instances of student mathematical thinking to better understand the role of the teacher in shaping meaningful mathematical discourse in their classrooms. Teacher responses were coded using a scheme that disentangles the teacher move from other aspects of the teacher…
Descriptors: Mathematical Logic, Mathematics Instruction, Thinking Skills, Discussion (Teaching Technique)
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Alles, Martina; Seidel, Tina; Gröschner, Alexander – International Education Studies, 2018
Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared…
Descriptors: Foreign Countries, Classroom Communication, Student Educational Objectives, Active Learning
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Li, Na; Cao, Yiming; Mok, Ida Ah Chee – EURASIA Journal of Mathematics, Science & Technology Education, 2016
Teacher verbal feedback plays an important role in classroom teaching. Different types of feedback can have different effect on students' learning. Praise and blame feedback could provide positive and negative results for learners. The gap was left in considering teachers' attitudes in providing verbal feedback to students. Due to feedback which…
Descriptors: Verbal Communication, Feedback (Response), Teaching Methods, Mathematics Instruction
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Otten, Samuel; Engledowl, Christopher; Spain, Vickie – ZDM: The International Journal on Mathematics Education, 2015
Univocal discourse, characterized by its function of conveying information from one person to another, is common in mathematics classrooms but dialogic teaching aims at students coming to participate in dialogic discourse, that is, discourse functioning to generate new meaning within a community. Many mathematical practices are directed at the…
Descriptors: Dialogs (Language), Discourse Analysis, Secondary School Mathematics, Accuracy
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Tofel-Grehl, Colby; Callahan, Carolyn M.; Nadelson, Louis S. – Journal of Educational Research, 2017
The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students…
Descriptors: Comparative Analysis, Specialization, STEM Education, Discourse Analysis
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Sundari, Hanna – Advances in Language and Literary Studies, 2017
The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP) were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The…
Descriptors: Secondary School Students, English (Second Language), Second Language Learning, Second Language Instruction
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Song, Yu – Cogent Education, 2015
Classroom dialogue is commonly used in teaching and learning, and viewed as in terms of helping students to think critically and understand knowledge better. Thus, educators and scholars call on active participation in classroom dialogue. However, students in mainland China are traditionally viewed as less talkative in class. In this study, I…
Descriptors: Foreign Countries, Classroom Communication, Dialogs (Language), Interpersonal Communication
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Gronostay, Dorothee – Journal of Social Science Education, 2016
Being challenged by opposing views in a controversial discussion can stimulate the production of more elaborate and sophisticated argumentations. According to the model of argument reappraisal (Leitão, 2000), such processes require transactivity, meaning that students do not only give reasons to support their own position (e.g., pro/contra…
Descriptors: Persuasive Discourse, Classroom Communication, Controversial Issues (Course Content), Debate
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Wallace, Tanner LeBaron; Sung, Hannah C. – Journal of Experimental Education, 2017
Autonomy support in classrooms is believed to coordinate students' inner motivational resources in ways that enhance student engagement (e.g., Jang, Kim, & Reeve, 2012). Yet, to our knowledge, no study has investigated student-generated interpretations of the motivational significance of their teachers' autonomy-supportive practices.…
Descriptors: Student Attitudes, Personal Autonomy, Video Technology, Learning Motivation
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Dobson, Emma; Beckmann, Nadin; Forrest, Simon – Pastoral Care in Education, 2017
This paper presents findings from a comparative study of peer- and teacher-led Sex and Relationship Education (SRE). One lesson delivered by a peer educator, and one lesson delivered by a teacher was observed with the aim of exploring the communicative process between educators and students within SRE. It is claimed that open communication between…
Descriptors: Comparative Analysis, Peer Teaching, Teacher Student Relationship, Classroom Communication
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Kemmerle, Melissa – AERA Online Paper Repository, 2016
Question asking is an important part of the learning process. One of our goals as educators is to encourage students to ask questions that focus on developing conceptual knowledge, but to do this, we first need to better understand the factors involved in student question asking. This study looks in depth at one high school mathematics teacher who…
Descriptors: Secondary School Teachers, High School Students, Secondary School Mathematics, Mathematics Teachers
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Slocum, Audra – English Teaching: Practice and Critique, 2014
This paper discusses the social positioning work three Appalachian adolescents engaged in during two literacy events drawn from a year-long critical teacher-researcher ethnographic study in a twelfth-grade English class in a rural Appalachian high school. Data analysis indicates that in these literacy events, the focal students positioned…
Descriptors: Adolescents, Rural Areas, Ethnography, Grade 12
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