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Relevant bibliographies by topics / Student classroom discourse

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Academic literature on the topic 'Student classroom discourse'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Student classroom discourse"

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Woodward-Kron, Robyn, and Louisa Remedios. "Classroom discourse in problem-based learning classrooms in the health sciences." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 9.1–9.18. http://dx.doi.org/10.2104/aral0709.

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Classroom discourse analysis has contributed to understandings of the nature of student-teacher interactions, and how learning takes place in the classroom; however, much of this work has been undertaken in teacher-directed learning contexts. Student-centred classrooms such as problem-based learning (PBL) approaches are increasingly common in professional disciplines such as the health sciences and medicine. With the globalisation of education, health science and medical education, PBL classrooms are often sites of considerable linguistic and cultural diversity, yet little is known from a classroom discourse perspective about the language demands of PBL. This paper examines the ways in which the students and tutor negotiate and construct meanings through language in one first year physiotherapy PBL tutorial at an Australian university, with a particular focus on the ways in which the discourse is regulated in a student-centred learning environment. The analysis of the classroom discourse is underpinned by Halliday’s systemic functional linguistics. The findings provide a description of the linguistic resources students draw on to co-construct and negotiate knowledge, as well as show how the tutor, with minimal strategic interventions, scaffolds the students’ learning. The findings also suggest that the PBL environment can be a challenging one for students whose cultural and language backgrounds are different from that of the classroom.

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Woodward-Kron, Robyn, and Louisa Remedios. "Classroom discourse in problem-based learning classrooms in the health sciences." Australian Review of Applied Linguistics 30, no. 1 (2007): 9.1–9.18. http://dx.doi.org/10.1075/aral.30.1.07woo.

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Classroom discourse analysis has contributed to understandings of the nature of student-teacher interactions, and how learning takes place in the classroom; however, much of this work has been undertaken in teacher-directed learning contexts. Student-centred classrooms such as problem-based learning (PBL) approaches are increasingly common in professional disciplines such as the health sciences and medicine. With the globalisation of education, health science and medical education, PBL classrooms are often sites of considerable linguistic and cultural diversity, yet little is known from a classroom discourse perspective about the language demands of PBL. This paper examines the ways in which the students and tutor negotiate and construct meanings through language in one first year physiotherapy PBL tutorial at an Australian university, with a particular focus on the ways in which the discourse is regulated in a student-centred learning environment. The analysis of the classroom discourse is underpinned by Halliday’s systemic functional linguistics. The findings provide a description of the linguistic resources students draw on to co-construct and negotiate knowledge, as well as show how the tutor, with minimal strategic interventions, scaffolds the students’ learning. The findings also suggest that the PBL environment can be a challenging one for students whose cultural and language backgrounds are different from that of the classroom.

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Griffin, Cynthia C., Martha B. League, Valerie L. Griffin, and Jungah Bae. "Discourse Practices in Inclusive Elementary Mathematics Classrooms." Learning Disability Quarterly 36, no. 1 (November 16, 2012): 9–20. http://dx.doi.org/10.1177/0731948712465188.

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In this exploratory study, teachers’ use of standards-based, discourse practices and their students’ mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics participated in this study (three students from each classroom). Six classroom observations of teachers took place over 4 months focusing on a subset of indicators associated with Walshaw and Anthony’s framework of mathematics classroom discourse practices. Follow-up interviews were also conducted. Curriculum-based and state-accountability measures were collected on the six target students in these settings. Different patterns of student performance emerged across the two classrooms in which teachers were observed using different types and degrees of standards-based discourse practices during mathematics lessons. Findings suggest indicators of effective mathematics teaching in inclusive general education classrooms to be validated by future research efforts.

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Rugen, Brian. "When nontraditional meets traditional: Understanding nontraditional students through classroom discourse analysis." Language Teacher 34, no. 6 (November 1, 2010): 14. http://dx.doi.org/10.37546/jalttlt34.6-2.

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Nontraditional students often have different learning styles and individual needs compared to their younger classmates. They are generally highly motivated and have a more fully developed set of life skills as well. In Japan, as the number of nontraditional students increases, one concern that needs to be addressed involves the learning conditions language teachers create for increasingly mixed classes of traditional and nontraditional students. This paper demonstrates how classroom discourse analysis, as a form of teacher research, can address this concern. By studying the patterns of interaction with and between students, a teacher can gain a better understanding of how nontraditional students are positioned in classroom contexts and how this positioning may afford or deny opportunities for learning. First, I discuss classroom discourse analysis and offer a few practical suggestions on how teachers can get started researching the patterns of interaction in their own classrooms. Then, I present an example of my own teacher research on classroom interaction from an oral communication class. The example illustrates how a classroom interaction between a nontraditional student and teacher fails to affirm the L2 identity a nontraditional student fashions in the conversation.

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Murphy, P. Karen, Liesel Ebersöhn, Funke Omidire, and Carla M. Firetto. "Exploring the structure and content of discourse in remote, rural South African classrooms." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1826.

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The nature of discourse within classrooms strongly predicts students’ ability to think about, around, and with text and content (i.e. comprehension and critical-analytic thinking). However, little is known about the nature of classroom discourse in remote, rural South African schools, a context in which students face well-documented language challenges. The central aim of the present study was to explore the structure and content of discourse in South African classrooms using the 4 components of the Quality Talk model as a frame for our exploration (i.e. instructional frame, discourse elements, teacher moves and pedagogical principles). Grade 8 student participants from 3 classes and their teacher were sampled. Data sources included individual student language assessments, digital video recordings of classroom literacy practices and field notes. Findings revealed that discourse was predominantly characterised by an efferent stance toward text, and the discussions were primarily teacher controlled and directed. There was little, if any, evidence of students’ critical-analytic thinking. Observations in terms of resilience and narratability as well as implications for research and practice are forwarded.

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Mohammed Abbas Alkhateeb, Muna, Sebe Zeid Jawad Hassan Watoot, and Abd Ali Nayif Hasan. "An Analysis of Iraqi EFL Fifth Preparatory Pupils Feedback Discourse Interaction." Journal of Education College Wasit University 2, no. 39 (June 7, 2020): 635–44. http://dx.doi.org/10.31185/eduj.vol2.iss39.1428.

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Student-teacher language interaction is given a great environment through classrooms. Previously students had no role in the teaching-learning process, while teachers were the corner stone of the class. Nowadays studies show that students control classes verbally where they lead the talk more than teachers. Student-teacher interaction is expected to be encouraged by teachers, providing not only student-teacher interaction but also student-student interaction in the form of groups or pairs or through assignments or presentations. There has been a great shift in the concept of the process of classroom and interaction. More emphasis is given to language learning as a result of classroom interaction. Changing from silent recipients to active participants in the learning process, learners play an active role in the whole classroom process and subsidize greatly to the language learning process. The study aims at interpreting the learners' interact. This study is limited to the analysis of Iraqi EFL fifth preparatory students when interacting inside their classes. The data chosen to analyze is the transcribed interaction inside the class. It is concluded that pronouns are used by the participants for the purpose of defining roles and providing overt directions. This is made more specific through the use of modals of necessity. Direct imperatives are also used by all the participants but in different degrees.

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Drew, Christopher. "To follow a rule: The construction of student subjectivities on classroom rules charts." Contemporary Issues in Early Childhood 21, no. 1 (September 3, 2018): 46–57. http://dx.doi.org/10.1177/1463949118798207.

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Rules charts are commonplace on classroom walls throughout the world. This article examines how such charts work to sustain discursive power relationships among teachers and students by mobilising idealised notions of the student within the classroom. The article reports on a discourse analysis of 50 rules charts and identifies three disciplinary and subjectivising discourses mobilised by charts: the Apollonian ‘good’, Dionysian ‘bad’ and Athenian ‘choice-making’ student. The article argues that awareness of the constitutive effects of discourse can enable practitioners to reflect on how their discursive practices might have material impacts on students’ capacity to move through educational spaces, and in particular can work to marginalise already disenfranchised students who do not fit the normative mould.

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Aggarwal, Garima. "Contextualizing Discourse; Student Identities and Classroom Teaching." Asian Journal of Research in Social Sciences and Humanities 7, no. 4 (2017): 226. http://dx.doi.org/10.5958/2249-7315.2017.00279.9.

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Herbel-Eisenmann, Beth A., and Samuel Otten. "Mapping Mathematics in Classroom Discourse." Journal for Research in Mathematics Education 42, no. 5 (November 2011): 451–85. http://dx.doi.org/10.5951/jresematheduc.42.5.0451.

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This article offers a particular analytic method from systemic functional linguistics, thematic analysis, which reveals the mathematical meaning potentials construed in discourse. Addressing concerns that discourse analysis is too often content-free, thematic analysis provides a way to represent semantic structures of mathematical content, allows for content comparisons to be drawn between classroom episodes, and identifies points of possible student misinterpretation. Analyses of 2 middle school classroom excerpts focusing on area—1 that derives triangle area formulas from the rectangle area formula and another that connects parallelogram and rectangular area— are used to delineate the method. Descriptions of similarities and differences in the classroom discourse highlight how, in each classroom, mathematical terms such as base and height were used in semantically related but distinct ways. These findings raise the question of whether students were aware of and able to navigate such semantic shifts.

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Cazden, Courtney B. "Language in the Classroom." Annual Review of Applied Linguistics 7 (March 1986): 18–33. http://dx.doi.org/10.1017/s0267190500001628.

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This review discusses only research on the discourse structure of classroom activities—lessons and other activities in which the teacher is a participant— with special attention to assumptions underlying alternative models (in the non-technical sense of that word). Two other reviews (Cazden 1986a; in press) also discuss the register of teachers and students (considered as the paradigmatic complement to syntagmatic structure); discourse among student peers (in contrast to talk with the teacher who has greater ascribed power as well as knowledge), and relationships between discourse and learning.

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Dissertations / Theses on the topic "Student classroom discourse"

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Yanda, Carina. "Fluency in narrative discourse in teacher education." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654493251&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Maziani, Anastasia. "Classroom Discourse and Aspects of Conversation Analysis : A qualitative study on student-to-student interaction during group discussion in EFL classrooms." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45089.

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This study aimed to analyse organised interaction and assigned discussions occurring between students in EFL classrooms. It was conducted in order to identify the value-added in terms of learning by using discussion groups. Secondly, this study aimed to analyse how the contribution of models and approaches from pragmatics and discourse analysis can explain what is occurring during such conversations. Lastly, the structural and linguistic similarities and differences between teacher-to-student and student-to-student talk were also discussed. These questions were answered by examining four groups enrolled in English 6 in an upper secondary school located in the south part of Sweden. The qualitative data was collected through recordings from the students' discussions when they participated in a group speaking task as a part of the module of surveillance. The analysis of the data was conducted with the help of some of the aspects of conversation analysis. The results showed that not all of the participants in the group discussions sufficiently benefitted from the speaking task since, in most of the group, the need for the teacher's support was crucial in order for the students to use the target language and develop their speaking skills. In terms of the Speech Act Theory, the illocutionary acts identified in the conversations between students were that of the directive and assertive illocutionary acts used to pass the speaking turn to the other participants or to demonstrate agreement with the views of the previous turn. The conversational exchange was initiated by an opening framing move, followed by a response, but lacked follow-up moves in the form of feedback. Finally, there were some similarities and differences between teacher-to-student and student-to-student talk. The results showed that even if some of the students appeared to adapt to the role of the facilitator, they were not able to do so due to lack of knowledge to sufficiently support all the participants in order to be more active during the conversations and use the target language during the speaking task.

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Lack, Brian S. "Student Participation in Mathematics Discourse in a Standards-based Middle Grades Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/11.

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The vision of K-12 standards-based mathematics reform embraces a greater emphasis on students’ ability to communicate their understandings of mathematics by utilizing adaptive reasoning (i.e., reflection, explanation, and justification of thinking) through mathematics discourse. However, recent studies suggest that many students lack the socio-cognitive capacity needed to succeed in learner-centered, discussion-intensive mathematics classrooms. A multiple case study design was used to examine the nature of participation in mathematics discourse among two low- and two high-performing sixth grade female students while solving rational number tasks in a standards-based classroom. Data collected through classroom observations, student interviews, and student work samples were analyzed via a multiple-cycle coding process that yielded several important within-case and cross-case findings. Within-case analyses revealed that (a) students’ access to participation was mediated by the degree of space they were afforded and how they attempted to utilize that space, as well as the meaning they were able to construct through providing and listening to explanations; and (b) participation was greatly influenced by peer interactional tendencies that either promoted or impeded productive contributions, as well as teacher interactions that helped to offset some of the problems related to unequal access to participation. Cross-case findings suggested that (a) students’ willingness to contribute to task discussions was related to their goal orientations as well as the degree of social risk perceived with providing incorrect solutions before their peers; and (b) differences between the kinds of peer and teacher interactions that low- and high-performers engaged in were directly related to the types of challenges they faced during discussion of these tasks. An important implication of this study’s findings is that the provision of space and meaning for students to participate equitably in rich mathematics discourse depends greatly on teacher interaction, especially in small-group instructional settings where unequal peer status often leads to unequal peer interactions. Research and practice should continue to focus on addressing ways in which students can learn how to help provide adequate space and meaning in small-group mathematics discussion contexts so that all students involved are allowed access to an optimally rich learning experience.

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Pontefract, Caroline. ""The majority they don't like answering" : classroom discourse in Kenyan primary schools." Thesis, n.p, 2002. http://oro.open.ac.uk/18846.

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Consolo, Douglas Altamiro. "Classroom discourse in language teaching : a study of oral interaction in EFL lessons in Brazil." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343514.

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Magaji, Adewale. "Classroom discourse with both student-led questions and feedback : enhancing engagement and attainment of students in a learner-centred Key Stage 3 science classroom." Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/18155/.

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This study focuses on the use of student-led questions and feedback to improve students’ engagement and attainment in Key Stage 3 science. My interest in Assessment for Learning has arisen from working as a science teacher for over 9 years in several secondary schools in London and Kent. My aim has been to support Key Stage 3 science students to improve their engagement and attainment by means other than the use of science practical. The purpose of this study is to find out how students’ awareness of questions and feedback can be used to improve their engagement. This includes examining students’ contribution to the classroom discourse through developing their own questions and giving peer feedback, and assessing how this has improved their attainment. This study also sought teachers’ perceptions on the role of questions and feedback in engaging students in science lessons. This mixed methods study was inspired by a constructivist paradigm approach to learning (Creswell 2011; Savasci and Berlin, 2012). The study used six techniques of enquiry for data collection to support triangulation of my data. The students were involved in problem solving activities which led to developing their own questions using Bloom’s taxonomy question prompts and giving feedback to other students. The interaction was audio recorded to examine the quality of questions and feedback in order to ascertain how this has led to an improvement in their engagement and attainment, in addition to other data collection methods used. This study found that students were capable of developing high level questions and giving constructive feedback that will move other students’ learning forward just like their teachers aim to do. There was an improvement in the high level questions developed which influenced the quality of feedback given to other students. 98% of the students were engaged in the questions and feedback which contributed to over 92% of the students achieving their target levels in the end of unit science test. These outcomes are contributions to knowledge. Other contributions to knowledge include the new model of discourse presented in this thesis, and two factors that constitute engagement in learning. Pupil voice was a dominant factor as students were in charge of the classroom discourse which was encouraged by the questions and feedback. Some recommendations are made for professional practice and further research.

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González-Howard, María. "Interactional patterns in argumentation discussions: Teacher and student roles in the construction and refinement of scientific arguments." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107343.

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Thesis advisor: Katherine L. McNeill
Recent science education reform documents and standards, such as the Next Generation Science Standards (NGSS), call for school science to better reflect authentic scientific endeavors by highlighting the centrality of students engaging in science practices. This dissertation study focuses specifically on argumentation (through the modality of talk), one of the eight science practices emphasized in the NGSS. Although extensively studied, argumentation rarely occurs in classrooms. The absence of this science practice in classrooms is partly due to the student-driven exchanges required by argumentation differing greatly from the interactions that occur during traditional instruction, where students primarily speak to and through the teacher. To transform the type of talk that occurs in science classrooms it is necessary to examine discourse patterns, as well as the roles classroom members take on, in order to identify and develop strategies that can facilitate the shift in discourse norms. This dissertation employs a mixed-methods approach, using social network analysis (SNA), multiple case study methodology, and discourse analysis (DA), to deeply examine video recordings of three middle school classrooms engaged in argumentation through a science seminar (a type of whole class debate). Findings from the SNA highlight the importance of argumentation research integrating a focus on argument structure with dialogic interactions, and point to the benefits of using multiple types of representations to capture engagement in this science practice. Furthermore, examining the manner by which teachers articulated student expectations and goals for the argumentation activity suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with the dialogic component of argumentation. Additionally, this work sheds light on the importance of how teachers frame the goals for student engagement in this science practice, specifically as being either individual goals or communal goals. Lastly, findings from the DA stress the relationship between discourse patterns and interactional norms, and also suggest the need to expand our perspectives of who can prompt for critique during an argumentation activity

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Hellman, Sara. "Power asymmetry in classroom discourse : A study of turn-taking systems in teacher-student interaction." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38460.

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This study aims to explore power asymmetry in the organisation of teacher-student interaction by looking at turn-taking systems and the restriction of participants. This is achieved by combining the frameworks institutional discourse, conversation analysis (CA) and critical discourse analysis (CDA) and by looking at sequences of teacher-student interactions at seminars. The study encompasses analyses of classroom discourse at university level and uses data culled from the Michigan Corpus of Academic Spoken English, MICASE. These data are analysed in relation to turn-taking systems and power asymmetry (i) to explore how teachers organise their classroom talk in terms of the allocation of turns, sanctions and control over the discourse and (ii) to determine to what extent teacher-student interactions show signs of power asymmetry. The results show that the teachers control the classroom discourse in a number of ways. Firstly, the analysis shows that the participatory roles of “teacher” and “student” have different claims to power and that these roles are more or less restricted by the design of the turn-taking system in place. Secondly, the teachers are found to organise the discourse in turn-taking systems that have implicit rules. Thirdly, the teachers not only have greater participation rights, but also greater control over the students’ participation rights, as witnessed by the fact that the students get disciplined if they break the rules of the system.

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Gichobi, Mary Njeri. "Influence of mathematics curriculum implementation strategies on nature of instructional tasks, classroom discourse, and student learning." [Ames, Iowa : Iowa State University], 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1461849.

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Thoms, Joshua J. "Teacher-initiated talk and student oral discourse in a second language literature classroom : a sociocultural analysis." Diss., University of Iowa, 2008. https://ir.uiowa.edu/etd/4555.

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Books on the topic "Student classroom discourse"

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Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann, 1988.

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Classroom discourse: The language of teaching and learning. 2nd ed. Portsmouth, NH: Heinemann, 2001.

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Wiltse, Lynne V. Cultural diversity & discourse practices in grade 9. Edmonton: Qual Institute Press, 2005.

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Community colleges and first-generation students: Academic discourse in the writing classroom. New York, NY: Palgrave Macmillan, 2015.

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Jenks, Christopher J. Researching Classroom Discourse: A Student Guide. Taylor & Francis Group, 2020.

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Jenks, Christopher J. Researching Classroom Discourse: A Student Guide. Taylor & Francis Group, 2020.

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Jenks, Christopher J. Researching Classroom Discourse: A Student Guide. Taylor & Francis Group, 2020.

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Jenks, Christopher J. Researching Classroom Discourse: A Student Guide. Taylor & Francis Group, 2020.

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L, Green Judith, and Harker Judith O, eds. Multiple perspective analyses of classroom discourse. Norwood, N.J: Ablex Pub. Corp., 1988.

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Green, Judith L., and Judith O. Harker. Multiple Perspective Analyses of Classroom Discourse: (Advances in Discourse Processes). Ablex Publishing, 1988.

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Book chapters on the topic "Student classroom discourse"

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Kaur, Berinderjeet. "Participation of Students in Content-Learning Classroom Discourse." In Student Voice in Mathematics Classrooms around the World, 65–88. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-350-8_5.

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Hellermann, John, and Teppo Jakonen. "Interactional Approaches to the Study of Classroom Discourse and Student Learning." In Research Methods in Language and Education, 449–61. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02249-9_35.

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Hellermann, John, and Teppo Jakonen. "Interactional Approaches to the Study of Classroom Discourse and Student Learning." In Research Methods in Language and Education, 1–13. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02329-8_35-1.

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Muller, Theron, and Mark de Boer. "Classroom Discourse Analysis of Student Use of Language Scaffolding During Tasks." In Innovating EFL Teaching in Asia, 145–61. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230347823_12.

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Choppin, Jeffrey. "Chapter 8. Learning while teaching: How classroom discourse practices mediate mathematics teachers’ learning about student thinking." In Language, Literacy, and Learning in STEM Education, 123–42. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lsse.1.08cho.

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Osborn, Jan. "Classroom Discourse." In Community Colleges and First-Generation Students, 53–76. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137555694_5.

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Megowan-Romanowicz, M. Colleen. "Modeling Discourse in Secondary Science and Mathematics Classrooms." In Modeling Students' Mathematical Modeling Competencies, 341–52. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0561-1_29.

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Duff, Patricia A., and Tim Anderson. "Academic Language and Literacy Socialization for Second Language Students." In The Handbook of Classroom Discourse and Interaction, 337–52. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118531242.ch20.

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Imafuku, Rintaro. "Japanese First-Year PBL Students’ Learning Processes: A Classroom Discourse Analysis." In Problem-Based Learning in Clinical Education, 153–70. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2515-7_10.

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Lundegård, Iann. "Students as political subjects in discourses on sustainable development – a glimpse from Sarah’s classroom." In Sustainable Development Teaching, 213–21. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge studies in sustainability: Routledge, 2019. http://dx.doi.org/10.4324/9781351124348-19.

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Conference papers on the topic "Student classroom discourse"

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Kazantseva, Elena, Fluza Fatkullina, and Elvira Valiakhmetova. "Lingvoecology of classroom discourse: student discourse practices and teacher perceptions." In Proceedings of the 1st International Scientific Practical Conference "The Individual and Society in the Modern Geopolitical Environment" (ISMGE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ismge-19.2019.62.

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Premo, Joshua, and Larry Collins. "OPTIMIZING STUDENT-STUDENT SCIENCE DISCOURSE: HOW SHOULD STUDENTS BE INTERACTING IN MY CLASSROOM?" In 72nd Annual GSA Rocky Mountain Section Meeting - 2020. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020rm-346552.

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Johnson, Kirk, and Tim Murphey. "INTERLACING COLLABORATIVE LEARNING, STUDENT AGENCY AND CRITICAL PEACE DISCOURSE IN THE LANGUAGE ACQUISITION CLASSROOM AND BEYOND." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1506.

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Johnson, Jane Helen, and Mariangela Picciuolo. "Interaction in spoken academic discourse in an EMI context: the use of questions." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11018.

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Studies on metadiscourse (Hyland 2005) have focussed on engagement as interaction. An example of engagement is asking questions (Hyland 2009: 112) and indeed the importance of questioning for content learning has been researched extensively in pedagogical studies as fundamental in co-constructing meaning (Dafouz Milne & Sanchez Garcia 2013: 130). Research in an English Mediated Instruction (EMI) context found that teachers’ usage of questions in the classroom was affected by low levels of language competence and in these cases, strategies such as questioning could easily be underused or even misused, thus affecting the teaching and learning of content (Drljaca Margic & Vodopija-Krstanovic 2018: 32). Our study examines lecturer questioning at an Italian University by triangulating face-to-face surveys of lecturers, student questionnaires, and transcribed lecture recordings. Findings have practical applications for providing targeted coaching for non-native EMI lecturers with regard to appropriate linguistic strategies to encourage interaction, and also have implications for research into linguistic strategies used within EMI.

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Williams, Titus, Gregory Alexander, and Wendy Setlalentoa. "SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.

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This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.

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Ramli, Munasprianto, and Media Putri Yohana. "Classroom Discourse: Pattern of Interaction of Talk Between Students in Primary Science Classrooms in Indonesia." In International Conference on Education in Muslim Society (ICEMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.8.

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Mouton, Marnel, and Ilse Rootman-Le Grange. "Scientific Discourse: Can Our First-Year Students Express Themselves in Science?" In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11110.

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Scientific discourse is a specialized, semantically dense language used to formulate clear, objective arguments around experimental results. However, science classrooms are practically void of scientific argumentation and this important skill is rarely modelled or developed in these spaces. Yet, students are expected to engage with complex disciplinary texts and then demonstrate their mastery of scientific subject matter using appropriate scientific discourse. Students find this extremely challenging and many are implicitly excluded from successful engagement with the subject. The aim of our study was the assessment and development of first-year biology students’ scientific discourse skills through collaborative pedagogy, to make aspects of biology discourse explicit to all students. We drew on Legitimation Code Theory’s concept of semantic density, which considers complexity of meaning, to design a learning opportunity and then analyzed selections of students’ summative assessments. Results showed profound variation in the proficiency of the students’ scientific vocabulary and language functions, and the discourse of the school and first-year biology textbooks. We therefore argue for science pedagogy that would allow students time and opportunities to mindfully engage with complex disciplinary text and then demonstrate their mastery of their learning using appropriate scientific discourse.

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Lin, Jia-Ling, Paul Imbertson, and Tamara Moore. "Classroom discourse development for "Flipping classrooms": Theoretical concepts, practices, and joint efforts from engineering students and instructors." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044001.

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Belleau, Shelly N., and Valerie K. Otero. "Critical classroom structures for empowering students to participate in science discourse." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789639.

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Nascimento, Marcelo Gouveia, Gabriel Nicolas Garcia Alves, Marco Antonio Bueno Filho, and Rodrigo Luiz Oliveira Rodrigues Cunha. "A FLASH OF CONSTRUCTION SCHEMES COLLECTIVE IN THE CLASSROOM INVOLVING THE FIELD STRUCTURAL MOLECULAR." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.74.

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This study aims to access information about how college students collectively build action schemes in structural molecular level. The research had two situations presented to six students and Bachelor Degree in Chemistry from the Federal University of ABC involving content on Liquid Chromatography. The speeches of students organized in groups were recorded in audiovisual and subjected to Textual Analysis Discourse and grounded in the theory of Conceptual Fields (Vergnaud, 1996). The results were assessed, evidence of the collective construction of a scheme characterized by relevant conceptual relationships at the molecular structural field, but incomplete. Key words: theory of conceptual fields, collective schemes, chemical bonds.

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