In coteaching, two or more teachers take collective responsibility for enacting a curriculum together with their students. Past research provided some indication that in the course of coteaching, not only the teaching practices of the partners become increasingly alike but also do unconsciously produced ways of moving about the classroom, hand…

The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the "how" and the "what" of students' learning. The purpose is to develop an approach for analyzing the process of privileging…

This article describes the work of a bilingual educator who "translated" herself from a teacher working within the deficit structures of bilingual education to an individual who worked creatively within those structures so that she and her students could resituate themselves in positions of authority and value. This one-year study of a bilingual…

Two episodes of tutoring through the internet have been analysed in terms of situational, interactive and content perspectives. The episodes involved secondary students who submitted queries about chemistry issues to an online service provided by teachers. Studies of the asking of questions and of the dynamics of classroom interactions are…

Two episodes of tutoring through the internet have been analysed in terms of situational, interactive and content perspectives. The episodes involved secondary students who submitted queries about chemistry issues to an online service provided by teachers. Studies of the asking of questions and of the dynamics of classroom interactions are…

Using the methodological framework of conversation analysis (CA) as a central tool for analysis, this study examines a peer interactive task that occurred in a Japanese as a foreign language classroom. During the short segment of interaction, the students shifted back and forth between the development of an assigned task and the management of…

Mathematics is commonly seen as a discipline with no place for linguistic ambiguity. In this paper, the treatment of ambiguity in two data extracts is critically examined. Analysis draws on two contrasting models of the nature of mathematics and mathematical language. The formal model sees meaning as fixed and relating to language relatively…

The development of reason has long been an important aim for education. This is possibly reflected in the emphasis on the importance of explicit verbal reasoning in definitions of "Exploratory Talk", a concept that has had some influence on classroom teaching. In this paper I argue from transcript evidence that, while Exploratory Talk is a…

This study explored the associations among perceived teacher confirmation behaviors (i.e., demonstrating interest, responding to questions, and teaching style) and student perceptions of teacher power use (i.e., coercive, reward, expert, legitimate, and referent power). Participants included 656 students from two Midwestern universities. Results…

This is a commentary paper in the volume on "Teachings situations as object of research: empirical studies within theoretical perspectives". An essential object of mathematics education research is the analysis of interactive teaching and learning processes in which mathematical knowledge is mediated and communicated. Such a research perspective…

In the May, 2005, issue of "TEPE," the "Research to Practice" section initiated a two-part series focused on assessing fundamental locomotor and manipulative skills. The series was generated in response to research by Pappa, Evanggelinou, & Karabourniotis (2005), recommending that curricular programming in physical education at the elementary…

Many aspects of the current cultural situation bode well for undergraduate art education. Today's college students have had more experience of the visual arts, at least in their vernacular forms, than any generation in history. They have watched thousands of hours of television, watched hundreds of feature films, and often have mastered computer…

The present paper analyses and evaluates spoken discourse in the bilingual classroom at Damascus University. It looks at the mechanism of classroom interaction: the use of questions, initiations, repetitions and expansions. Although this paper deals with classroom interaction at Damascus University, it is believed that the results arrived at may…

This paper focuses on teacher-student interaction in two Gujarati complementary school classrooms in one school in the East Midlands city of Leicester, UK. To date, little work has been published on interaction in complementary schools, and little is therefore known about the cultures of learning and teaching in such contexts. Our study of…

Intensive Interaction was introduced to a special developmental school in Melbourne, Australia. The school had previously used behavioural and skills-based teaching approaches to underpin the teaching of students with severe/profound intellectual disabilities and autistic spectrum disorders. Video baselines of students involved in classroom…