There are two key categories of moves that drive interaction in science classrooms; initiating moves and rejoinders. Closed-ended initiating questions have always been associated with low student engagement and open-ended initiating questions with prolonged interaction in science classroom. In this paper, we report on a qualitative case study…

Coming from a social perspective, we introduce a classroom organizational frame, where students' proofs progress from collaborative construction in small groups, through whole-class presentation at the board by one of the constructors, to a posteriori reflection. This design is informed by a view on proofs as successive social processes in the…

Academic integrity is often a concern instructors have when teaching, with past research indicating the classroom environment is one of the largest factors in determining students' likelihood to cheat. In this commentary, we intend to start a dialogue with instructors regarding the importance of creating a classroom environment that values…

This paper complicates oracy by attending to moments of vibrancy and stillness in a public school classroom, where children were expected to follow particular rules that governed their bodily movement and language use. I argue that children's talk in classrooms cannot be separated from the making of meaning at the intersection of human bodies,…

Over three decades ago, National Council of Teachers of Mathematics (NCTM, 1991) proposed that "for students to develop the ability to formulate problems, to explore, conjecture, and reason logically, to evaluate whether something makes sense, classroom discourse must be founded on mathematical evidence" (p. 34). As math interventionists…

Online instruction is now a common practice in higher education. Due to the great demand for online instruction, roles and competencies of online instructors have received significant attention to be determined. This study is a systematic review of 11 years of research (2010-2020) on the higher education context's online instructor roles and…

This paper critically examines the systemic harm inflicted on Black students through anti-Black classroom management and disciplinary practices, positioning Pro-Blackness as a transformative framework for healing and justice. Grounded in healing justice and African Diaspora Literacy, the discussion highlights the pervasive impact of the…

This article discusses classroom conditions that support the co-creation of dialogic space--where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this…

Using the framework of conversation analysis, this paper examines aided-speaking students' unsolicited speech-generating device (SGD)-mediated questions in teacher-fronted classroom talk. The analysis draws on a corpus of 18 h of video-recorded classroom interactions including 23 aided-speaking students using SGDs or picture-based communication…

Once teaching-learning events are conceptualized as inter-discursive encounters, it becomes clear that mathematics classroom talk is rife with invisible pitfalls. There are many types of unacknowledged discursive gaps, some of them necessary for learning and some potentially harmful. Such gaps may exist also between the teacher's intentions and…

Teachers' attitudes and classroom management practices critically affect students' academic and behavioral outcomes, contributing to the persistent issue of racial disparities in school discipline. Yet, identifying and improving classroom management at scale is challenging, as existing methods require expensive classroom observations by experts.…

Pupils' talk within classrooms has recently seen a renewed focus of attention, usually under the banner of oracy. Much of the justification at policy level seems to stem from a 'levelling-up' agenda, based on oracy's distinctive contribution to enhancing opportunity through developing pupils' communicative competence with benefits for…

Interactional competence has recently gained considerable attention in language education. As an aspect of this competence, classroom interactional competence has been in the limelight since Walsh's (2006) delineation of this concept. However, there is no survey tool to measure teachers' classroom interactional competence. To bridge this gap, the…

This article investigates the roles of the terms agreement and disagreement in teachers' talk in Norwegian Grades 1-4 classrooms. Through an exploration of what teachers said and did when they used these terms, five different themes were identified in the teachers' talk. The teachers tended to use the terms in relation to the process of…

Purpose: In this article, we explore how student authorship may be enhanced among learners in mathematics classrooms in a Hong Kong primary school through rich dialogue discourse. Design/Approach/Methods: Using qualitative methods, that is, coding and discourse analysis, we examine the relationship between student authorship and personal latitude…