The analyses of observed lessons are an important part of learning to teach. Pedagogically focused conversations are one way for pre-service teachers to do so. But how do pedagogically focused conversations enable pre-service teachers to make sense of observed teaching? Using a collective case-study approach, the study qualitatively explored 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…

In this small, mixed methods pilot study twenty-three 5th graders and two 6th graders from a large, urban middle school in the Northeast United States were given Accountable Talk (AT) sentence stems to use during a series of academically productive talk (APT) in their science classrooms over a 2-week period in the Spring of 2024. The goal of the…

In the wake of the events of recent years, most school leaders and educators recognize that taking equity seriously demands new attention to the instructional experiences that occupy most of students' time in school. In what follows, we bring together key literature on ambitious teaching-learning and equitable classroom practice in an observation…

Luhmann's theory allows for a reflection on teaching as interaction system. According to Luhmann, the interaction system of teaching accomplishes the function of the education system, i.e. transforming psychic systems in persons. The education system fixes the social structures of teaching, i.e. conveyance and evaluation of knowledge. However, the…

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…

Students' voices are all too often missing in classrooms today. Research over the past 50 years has identified a number of problems associated with these missing voices. There are ingrained habits of "initiation-response-evaluation" (I-R-E) during which teachers assume responsibility for guiding classroom conversation and a tendency for…

Medical educators constantly make decisions on when and how to intervene. Current literature provides general suggestions about types of teacher interventions. Our study aims to specify that knowledge by describing in detail the actions teachers do when intervening, the interactional consequences of those actions, and how these relate to teacher…

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,…

Early childhood educators have been encouraged to pedagogically engage with children, materials, and their given environments. However, neither dialogue nor the creation of a space for practicing the pedagogy of listening have received considerable attention. This article describes a phenomenological research study that aimed to examine the…

This article aims to connect two research areas by using positioning theory to review the literature on talk moves, teacher interactions, and discourse patterns in mathematics education. First, a conceptual review identified 44 articles with 94 concepts describing interactions and discourse patterns. Similar concepts were grouped in a process that…

Language learners are often required to negotiate classroom participation in pair and group work; therefore, willingness to communicate (WTC) could be a key determiner of second language (L2) success. Classroom WTC is volatile and influenced by interlocutor-related variables, such as reciprocal identities, group membership and atmosphere, and peer…

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…

Feedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provided by lecturers in specialised student-written…

The current study explores differences in messages that preschool teachers send girls and boys about science, technology, engineering, and math (STEM). Video footage of a preschool classroom (16 hr; N = 6 teachers; 20 children) was transcribed. Teachers' questions were coded for question-type and whether the question was directed to a boy or a…