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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 (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 clas

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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 clas

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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 (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. F

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Rugen, Brian. "When nontraditional meets traditional: Understanding nontraditional students through classroom discourse analysis." Language Teacher 34, no. 6 (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 interac

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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 (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

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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 (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 cla

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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 (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

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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 (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

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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 group

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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 grad

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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 studen

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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<br>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 stud

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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 as

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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. Heinemann, 1988.

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

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

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Community colleges and first-generation students: Academic discourse in the writing classroom. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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). 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. 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 &amp; 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 o

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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 Afric

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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). 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. 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 s

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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

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