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Towers, Jo; Markle, Josh; Jacinto, Everton – Canadian Journal of Science, Mathematics and Technology Education, 2023
In this paper, we introduce a new interpretive framework, which we call Bodymarking, to aid in describing and interpreting activity (e.g., individuals' gestures, gaze, and interaction with materials in the environment) in the classroom. We apply the framework to video recordings of mathematics lessons to explain how it can be used and offer some…
Descriptors: Guidelines, Video Technology, Mathematics Instruction, Teaching Methods
Maryam Khosronejad; Lauren Weber; Mary Ryan – Teachers and Teaching: Theory and Practice, 2023
Despite an increasing interest in the sociocultural aspects of teacher professional development and the recognition of context in teacher education, there is a lack of a conceptualisation of how professional learning occurs within and across various contexts. To this aim, we take up a view of professional learning that is dialogic and apply the…
Descriptors: Faculty Development, Teacher Education, Affordances, Barriers
Wasik, Barbara A.; Farrow, JeanMarie; Hindman, Annemarie H. – Reading Teacher, 2022
Conversations between an adult and a child are effective ways to promote language and vocabulary development in young children. Considerable attention has been paid to teachers asking open-ended questions to promote conversations. However, the feedback that follows the question is also an important part of promoting back-and-forth dialogue, and…
Descriptors: Interpersonal Communication, Adults, Children, Feedback (Response)
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
Holmberg, Carrie; Muwwakkil, Jamaal – Phi Delta Kappan, 2020
Linguists have found that certain dynamics of conversation are consistent across languages worldwide, and these dynamics can affect the classroom discussions that teachers use to assess student understanding and make instructional decisions. Carrie Holmberg and Jamaal Muwwakkil discuss how conversational pauses, for example, might lead questioners…
Descriptors: Classroom Communication, Discussion (Teaching Technique), Questioning Techniques, Responses
Ryan, Jonathon – ELT Journal, 2022
For many language learners, listening represents a major source of anguish, with apparent success in the confines of the classroom failing to be mirrored in the ordinary interactions of daily life. One contributing factor may be the continued reliance on listening texts and activities that position the learner as a bystander rather than a…
Descriptors: Listening Comprehension, English (Second Language), Second Language Learning, Second Language Instruction
Wilmes, Sara E. D.; Siry, Christina – Research in Science Education, 2021
Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the forefront of interaction and meaning-making. Such language-centric analytic approaches risk overlooking key embodied, enacted aspects of students' engagement in science practices. This…
Descriptors: Interaction, Multilingualism, Learner Engagement, Student Participation
Glover, Philip – International Online Journal of Education and Teaching, 2018
Talk is a key component of teaching and learning and teacher talk is an important part of how a teacher teaches. This paper discusses principles and approaches for analysing teacher talk in classroom interaction in order to investigate its effectiveness. The paper presents four reasons for analysing teacher talk: the role of interaction in the…
Descriptors: Teacher Effectiveness, Discussion (Teaching Technique), Discourse Analysis, Interaction
Escobar-Mejía, Verónica Andrea; Moreno-López, Gustavo; Sánchez-Solís, Lizzeth; Garcia-Ponce, Edgar Emmanuell – MEXTESOL Journal, 2021
The COVID-19 pandemic required that people make rapid changes in their lifestyles. Since the beginning of the pandemic, it was necessary for teachers and learners to adapt teaching and learning practices to a remote mode. Following this, our study seeks to contribute to the field of English as a foreign language (EFL) teaching and learning by…
Descriptors: Interaction, Emergency Programs, Distance Education, Virtual Classrooms
Yo-An Lee – Educational Linguistics, 2021
While discourse studies have uncovered regular structural patterns in classroom interactions, these patterns are often the result of interpretive decisions teachers make in performing various pedagogical actions. Notably, however, teachers' instructional decisions often stretch beyond topical boundaries and are thus not limited to the current…
Descriptors: Decision Making, Teacher Student Relationship, Classroom Communication, Discourse Analysis
Wang, Guoqiao; Han, Ligang – English Language Teaching, 2020
The cultivation of students' autonomous learning ability is one of the significant and essential tasks of college English teaching. In this paper, the current situation of college students' insufficient autonomous English learning ability is thoroughly analyzed. Some effective and feasible strategies to cultivate students' autonomous English…
Descriptors: College Students, Independent Study, Second Language Learning, Second Language Instruction
Willcox, Libba – Art Education, 2017
Many students in the art classroom view making art, and creativity, as innate abilities rather than something to be learned. When students take risks, and fail, many believe they are flawed and do not belong in an art class. These moments of vulnerability need pedagogical and curricular attention from art educators to create a psychologically safe…
Descriptors: Art Education, Creativity, Risk, Classroom Environment
Jiang, Shiyong – English Language Teaching, 2016
Foreign language teaching is a bilateral process in which both the teacher and students must play their roles effectively. However, lack of interaction is the problem many EFL teachers in China face. To make the teaching more effective, negotiation in the classroom becomes a must. This paper, based on the current situation of English teaching in…
Descriptors: English (Second Language), Second Language Instruction, Classroom Techniques, Classroom Environment
Ernst-Slavit, Gisela; Wenger, Kerri J. – Kappa Delta Pi Record, 2016
The authors explore the importance of talk and interaction for learning, particularly in relation to new K-12 standards and the prominent role of academic language in today's educational contexts. The article concludes with a detailed example of a Grade 6 teacher's use of content and language objectives to address the needs and strengths of all…
Descriptors: Classroom Communication, Discussion (Teaching Technique), Academic Standards, Language Role
Lee, Albert W. M.; Ng, Joseph K. Y.; Wong, Eva Y. W.; Tan, Alfred; Lau, April K. Y.; Lai, Stephen F. Y. – Journal of Chemical Education, 2013
Every student has a powerful wireless signal transmitter, his or her cell
phone, that can be used to replace the "clicker" as a personal response device. Our mobile phone-based response system (iQlickers) collects and analyzes the answers or opinions sent in by the students as SMS (short message service) messages. The statistic of the…
Descriptors: Science Instruction, Telecommunications, Handheld Devices, Educational Technology