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Books on the topic 'Student classroom discourse'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

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

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2

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

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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

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9

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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10

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

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11

Wankel, Charles, and Patrick Blessinger, eds. Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies. Emerald Group Publishing Limited, 2013. http://dx.doi.org/10.1108/s2044-9968(2013)6_part_e.

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12

Increasing Student Engagement And Retention Using Classroom Technologies Classroom Response Systems And Mediated Discourse Technologies. Emerald Group Publishing Limited, 2013.

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13

Wankel, Charles, and Patrick Blessinger. Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies. Emerald Publishing Limited, 2013.

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14

Cazden, Courtney B. Classroom Discourse: The Language of Teaching and Learning. Heinemann, 1987.

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15

McCarthey, Sarah J. The Influence of Classroom Discourse on Student Texts: The Case of Ella/March 1992 (Research Report 92-2). Michigan State Univ Natl, 1992.

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16

Gibbons, Pauline. Bridging Discourses in the ESL Classroom: Students, Teachers And Researchers. Continuum International Publishing Group, 2006.

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17

Bridging Discourses in the Esl Classroom: Students, Teachers And Researchers. Continuum International Publishing Group, 2006.

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18

Gibbons, Pauline. Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers. Bloomsbury Publishing Plc, 2018.

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19

Margolis, Jane S. Psychology of gender and academic discourse: A comparison between female and male students' experiences talking in the college classroom. 1990.

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20

Trousdale, Graeme. Using Principles of Construction Grammar in the History of English Classroom. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0010.

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This chapter addresses teaching the History of English from a construction grammar perspective, one in which language is viewed as comprised of form-meaning pairings on a gradient between lexical and grammatical constructions and language change is viewed as a series of micro-steps that involve closely related changes in syntax, morphology, phonology, semantics, pragmatics, and discourse functions. It considers the creation of new constructions, changes to existing constructions, and the relationship between individual words and the constructions in which they frequently appear. The chapter provides specific examples, drawn from all periods of English, from Old to contemporary English, to demonstrate to students this new and productive approach to historical linguistics.

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21

Lauter, Paul. Canons and Contexts. Oxford University Press, 1991. http://dx.doi.org/10.1093/oso/9780195055931.001.0001.

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This collection of essays places issues central to literary study, particularly the question of the canon, in the context of institutional practices in American colleges and universities. Lauter addresses such crucial concerns as what students should read and study, how standards of "quality" are defined and changed, the limits of theoretical discourse, and the ways race, gender, and class shape not only teaching, curricula, and research priorities, but collegiate personnel actions as well. The book examines critically the variety of recent proposals for "reforming" higher education, and it calls into question many practices, like employing large numbers of part-timers, now popular with college managers. Offering concrete examples of a "comparative" method for teaching literary texts, and specific instances about "integrating" curricula, Canons and Contexts proposes realistic ideas for creating varied, spirited, and democratic classrooms and colleges.

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22

Redstone, Ilana, and John Villasenor. Unassailable Ideas. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190078065.001.0001.

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Colleges and universities in the United States play a profoundly important role in American society. Currently, that role is being hampered by a climate that constrains teaching, research, hiring, and overall discourse. There are three core beliefs that define this climate. First, any initiative framed as an antidote to historical societal ills is automatically deemed meritorious, and thus exempted from objective scrutiny of its potential effectiveness. However, to use a medical analogy, not all proposed cures for a disease are good cures. Second, all differences in group-level outcomes are assumed to be due entirely to discrimination, with little tolerance given to exploring the potential role of factors such as culture or preferences. Third, everything must be interpreted through the lens of identity. Non-identity-centered perspectives, regardless of how worthy they might be, are viewed as less legitimate or even illegitimate. All of these beliefs are well intentioned and have arisen in response to important historical and continuing injustices. However, they are enforced in uncompromising terms through the use of social media, which has gained an ascendant role in shaping the culture of American campuses. The result is a climate that forecloses entire lines of research, entire discussions, and entire ways of conducting classroom teaching. The book explains these three beliefs in detail and provides an extensive list of case studies illustrating how they are impacting education and knowledge creation—and increasingly the world beyond campus. The book also provides a detailed set of recommendations on ways to help foster an environment on American campuses that would be more tolerant of diverse perspectives and open inquiry. A note about Covid-19: While the production of this book was done in spring and summer of 2020, we completed the manuscript in 2019, well before the Covid-19 pandemic shuttered American college campuses in March 2020. To put it mildly, the dynamics of campus discourse are very different when dorms have been largely emptied and instruction has been moved to Zoom. Of course, at present we cannot know when students will be able to return to campus in significant numbers. That said, we are confident that our call for a culture of more open discourse in higher education will remain relevant both during the pandemic and after it has passed.

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