Dissertations / Theses: '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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Sunderland, Jane. "Gendered discourse in the foreign language classroom : teacher-student and student-teacher talk, and the social construction of children's femininities and masculinities." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360422.

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Geiger, Wendy Meadors. "The comparison of student engagement rates during classroom discourse, cooperative learning, and lecture methods of instruction in secondary schools." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618745.

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The purpose of this study was to examine the degree to which cooperative learning affects the active participation or engagement of students in the classroom. Previous research has found that students were more engaged during lecture and classroom discourse methods of instruction (anderson & Scott, 1978). This study attempted to determine whether the instructional strategy of cooperative learning affected this result.;The sample for this study was selected from the students of two English and two social studies teachers for each instructional method (cooperative learning, lecture, and classroom discourse). Videotapes were made of each teacher's class for analysis. Each class had five students whose engagement levels were studied. The participants were students at a suburban high school in southeast Virginia.;Percent of time engaged in the learning process was estimated by dividing the number of behaviors coded as task-relevant by the total number of behaviors coded. After the rate of engagement of each instructional strategy was determined, a one-factor between-subjects design with three levels of the dependent variable, engagement of students, was used. Planned comparisons using the multiple F test were used to analyze the engagement rates for each of the three instructional strategies (lecture, classroom discourse, and cooperative learning) for each instructional area (English and social studies) and for combined subject areas to determine whether the prediction that cooperative learning had the highest engagement level was verified. Alpha was set at 0.05.;The results showed that cooperative learning techniques resulted in statistically significantly (p {dollar}<{dollar}.05) higher levels of engagement of students in the secondary classrooms studied (English and social studies) than instructional strategies using lecture or classroom discourse. In addition, there was statistically significant higher levels of engagement when cooperative learning was used in each of the subject areas English and social studies than instructional strategies using lecture or classroom discourse.;Comparisons of engagement rates in each of the subject areas studied (English and social studies) showed no statistical difference between the instructional strategies of classroom discourse and lecture.;Further research is needed to determine the effect of cooperative learning techniques in secondary subject classes other than English and social studies, to determine the amount of time needed for cooperative learning techniques to be effective, to determine whether cooperative learning techniques ultimately result in higher achievement for secondary students, to determine if a teacher's preferred teaching method influences these results and to compare the rates of engagement for English and for social studies classes when teachers are using classroom discourse and lecture methods of instruction.

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Workman, Constance Bradamanda Josephine. "Analyzing Peer Discourse Patterns During Paired Discussions About Literature." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524166853085813.

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Miller, Katherine E. "Mediating a Student Teacher’s Facilitation of Mathematical Discourse: A Case Study of an Instructional Triad in an Eighth Grade Mathematics Classroom." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523611367559302.

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Anderson, Clinton W. "Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5103.

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This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including “talk-friendly” probes, sticky bars, and agree-disagree statements were used in the classroom to expose gaps in knowledge, to facilitate discourse, and promote self-assessment. A triangulation of data included a district-provided pre/post-test, teacher observation, written and oral student responses of formative assessment, self-assessment, discourse, and student self-assessment on a learning goal tracker. Data gathered from student responses to formative assessment techniques given during discourse, lab experiences, in written responses, and from the student learning scale tracker were analyzed to expose misconceptions and gaps in knowledge and guide classroom instruction. Data showed that student performance data improved overall and students narrowed gaps in knowledge of the Sun-Earth-Moon system. Improvement in student participation and skill of discourse was evident; however students needed more practice developing written explanations for phenomenon within the Sun-Earth-Moon system. Through the use of self-assessments students showed improvement in ability to self-assess and realized gained knowledge toward their learning goal.
ID: 031001339; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed April 15, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p, 170-172).
M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Math and Science

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Bernard, Rachel Marie. "Teacher Response to Instances of Student Thinking During Whole Class Discussion." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6489.

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While the use of student thinking to help build mathematical understandings in a classroom has been emphasized in best teaching practices, teachers still struggle with this practice and research still lacks a full understanding of how such learning can and should occur. To help understand this complex practice, I analyzed every instance of student thinking and every teacher response to that thinking during a high school geometry teacher's whole class discussion and used these codes as evidence of alignment or misalignment with principles of effective use of student mathematical thinking. I explored the teacher's practice both in small and large grains by considering each of her responses to student thinking, and then considered the larger practice through multiple teacher responses unified under a single topic or theme in the class discussion. From these codes, I moved to an even larger grain to consider how the teacher's practice in general aligned with the principles. These combined coding schemes proved effective in providing a lens to both view and make sense of the complex practice of teachers responding to student thinking. I found that when responding to student thinking the teacher tended to not allow student thinking to be at the forefront of classroom discussion because of misinterpretation of the student thinking or only using the student thinking in a local sense to help advance the discussion as framed by the teacher's thinking. The results showed that allowing student thinking to be at the forefront of classroom discussion is one way to position students as legitimate mathematical thinkers, though this position can be weakened if the teacher makes a move to correct inaccurate or incorrect student thinking. Furthermore, when teachers respond to student thinking students are only able to be involved in sense making if the teacher turns the ideas back to the students in such a way that positions them to make sense of the mathematics. Finally, in order to allow students to collaborate a teacher must turn the mathematics to the students with time and space for them to meaningfully discuss the mathematics. I conclude that the teacher's practice that I analyzed is somewhat aligned with honoring student mathematical thinking and allowing student thinking to be at the forefront of class discussion. On the other hand, the teacher's practice was strongly misaligned with collaboration and sense making. In this teacher's class, then, students were rarely engaged in sense making or collaborating in their mathematical work.

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Heninger, Alicia Marie. "Ambiguous Student Contributions and Teacher Responses to Clarifiable Ambiguity in Secondary Mathematics Classrooms." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8471.

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Different types of ambiguous student contributions occur in mathematics classrooms. In this study I identified (1) different types of ambiguous student contributions and (2) the different ways teachers respond to one particular kind of ambiguous contribution, clarifiable ambiguity. Note that clarifiable ambiguity is ambiguity that stems from a student who uses an unclear referent in their contribution and can be clarified in the moment by the particular student. Literature has focused only on ambiguity that has the potential to further the development of mathematical concepts and has only theorized about teacher responses to this specific type of ambiguity. This study identified an additional three types of ambiguous student contributions: Student Appropriation of Teacher Ambiguity, Irrelevant Ambiguity, and General Ambiguity. It was important to identify all the different types of ambiguous student contributions because teacher responses should likely be different to the different types of ambiguity. In addition, through analyzing the teacher responses to the clarifiably ambiguous student contributions, this study found that teachers addressed the clarifiably ambiguous student contributions about half the time. When the teachers did address the clarifiable ambiguity, the majority of the time the teacher clarified the ambiguity themselves with the most common response being the teacher honed in on the clarifiably ambiguity and asked for confirmation from the student on the accuracy of the clarification.

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Weil, Maralena Veronika [Verfasser], Christina [Akademischer Betreuer] Seidel, Christina [Gutachter] Seidel, and Doris [Gutachter] Holzberger. "The Interplay of Teacher Judgment Accuracies and Student Characteristics in Classroom Discourse / Maralena Veronika Weil ; Gutachter: Christina Seidel, Doris Holzberger ; Betreuer: Christina Seidel." München : Universitätsbibliothek der TU München, 2019. http://d-nb.info/1192911636/34.

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Raja, Harun Raja Nor Safinas Bt. "An ethnographic study of classroom discourse and its relationship with an English as a second language (ESL) student teacher's reasoning : a Malaysian context." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430563.

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Rudolfsson, Julia. "Establishing and preserving social relations in classroom discourse : A study of a teacher’s redress to FTAs that enhance and maintain teacher-student rapport." Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-189605.

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This study examines how a Swedish upper secondary school EFL teacher avoids performing Face Threatening Acts (FTAs) in instances of reprimanding and giving oral feedback to students. The results and discussion show that the teacher evades potential FTAs caused by statements and demands by using indirectness in the form of questions and requests. Moreover, the feedback was delivered in an emphatic manner, primarily consisting of positive reinforcement regarding the students having performed a task, and secondarily on content and students’ skills. The act of causing face impediments was also mitigated in the delivery of performance feedback with the use of hedges to corrections and with the use of plural ‘you’ rather than focusing on individual student’s errors. These findings suggest that teachers can enhance and maintain rapport with their students in instances that are inherently face-threatening, thereby providing further insight into how teachers can strengthen social relations through the choice of appropriate speech acts.

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Howse, Tashana. "A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5948.

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This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.
Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Mathematics Education

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Atas, Ufuk. "Discourse Functions Of Students." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614487/index.pdf.

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This study aims to analyze the discourse functions of code-switching used by the students and the teachers in EFL classrooms in a Turkish university. Another aim of this study is to find out the forms of code-switching used by the teachers and students and compare the amount and functions of these code-switching usages in different levels. In the light of these aims, two advanced classes, two pre-intermediate classes and one intermediate class were observed and video recorded. The data obtained from these recordings were transcribed using the transcription software EXMARaLDA and the following results have been obtained: 1) teachers and students use code-switching in the classes for educational and social reasons
2) the most frequent form of code-switching was observed to be using discourse markers
and 3) there was not a significant difference in advanced and pre-intermediate levels in terms of the amounts and functions of code-switching.

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Trent, John. "Second language learners' investment in classroom discourse developing a multilevel conceptual framework /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38303863.

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Manley, Anita Odell. "Unlocking Communicative Competence in Classrooms For Students With Hearing Impairment:|bTraditional Discourse Versus Process Drama Discourse /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114112915.

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Langer, Elizabeth Caldwell. "Classroom discourse and interpreted education: What is conveyed to deaf elementary school students." Connect to online resource, 2007. 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:3256442.

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Petkova, Mariana M. "Classroom discourse and Teacher talk influences on English language learner students' mathematics experiences." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002912.

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Oughton, Helen. ""We all play teacher" : a study of student discourse in adult numeracy classrooms." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/15114/.

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In this study, the emerging methodology of linguistic ethnography is applied to the under-researched setting of the adult numeracy classroom. Students' naturally-occurring discourse is audio-recorded during mathematical collaborative groupwork, and analysed to provide privileged insights not always apparent through observing teacher-led interaction. In particular, the "funds of knowledge" brought by students to their formal learning is investigated, and findings are related to Bourdieu's concepts of cultural capital and habitus, and Bernstein' theories of pedagogic discourse. Participating students were found rarely to draw spontaneously on numeracy funds of knowledge, and tended to ignore the supposedly "reallife" contexts presented by traditional word problems. However, some alternative activities did encourage students to relate classroom learning more to out-of-classroom practices, and the implications of these for pedagogy are discussed. The students were also found to draw on a broad repertoire of linguistic resources to express uncertainty and anxiety; to enhance group cohesion; to elicit contributions from other students; and to ease interactions with humour. However, students additionally brought to the classroom a "schooled habitus" which tended to constrain their discourse and activities to curricular expectations. A categorisation of students' knowledge contributions into "disruptive" and "conformative" is proposed. The study concludes that collaborative groupwork can be highly effective for adult numeracy learners, with participating classrooms demonstrating high rates of retention and achievement, but further research is urgently needed to extend these benefits to students with disabilities, learning difficulties and English as a second language. It further suggests that traditional word problems are not effective in helping learners relate mathematical skills to everyday numeracy practices. However, in introducing innovative and potentially more effective pedagogies, it is recommended that the schooled habitus of adults be taken into account. In particular, pedagogies designed for children and young people may not transfer unproblematically to adult classrooms.

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Trent, John. "Second language learners' investment in classroom discourse: developing a multilevel conceptualframework." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38303863.

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Kinard, Melissa Grass. "Orchestrating Student Discourse Opportunities and Listening for Conceptual Understandings in High School Science Classrooms." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/45.

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Scientific communities have established social mechanisms for proposing explanations, questioning evidence, and validating claims. Opportunities like these are often not a given in science classrooms (Vellom, Anderson, & Palincsar, 1993) even though the National Science Education Standards (NSES, 1996) state that a scientifically literate person should be able to “engage intelligently in public discourse and debate about important issues in science and technology” (National Research Council [NRC], 1996). Research further documents that students’ science conceptions undergo little modification with the traditional teaching experienced in many high school science classrooms (Duit, 2003, Dykstra, 2005). This case study is an examination of the discourse that occurred as four high school physics students collaborated on solutions to three physics lab problems during which the students made predictions and experimentally generated data to support their predictions. The discourse patterns were initially examined for instances of concept negotiations. Selected instances were further examined using Toulmin’s (2003) pattern for characterizing argumentation in order to understand the students’ scientific reasoning strategies and to document the role of collaboration in facilitating conceptual modifications and changes. Audio recordings of the students’ conversations during the labs, written problems turned in to the teacher, interviews of the students, and observations and field notes taken during student collaboration were used to document and describe the students’ challenges and successes encountered during their collaborative work. The findings of the study indicate that collaboration engaged the students and generated two types of productive science discourse: concept negotiations and procedure negotiations. Further analysis of the conceptual and procedure negotiations revealed that the students viewed science as sensible and plausible but not as a tool they could employ to answer their questions. The students’ conceptual growth was inhibited by their allegiance to the authority of the science laws as learned in their school classroom. Thus, collaboration did not insure conceptual change. Describing student discourse in situ contributes to science education research about teaching practices that facilitate conceptual understandings in the science classroom.

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Martin, Kristi Rose. "Teacher and Student Discourse and Vocabulary in Secondary Mathematics Classrooms during Whole Class Discussions." Thesis, State University of New York at Buffalo, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822870.

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Vocabulary and communication are essential components of mathematics that should be addressed in the classroom. Knowledge of mathematical vocabulary has been argued as a necessary building block for students to engage in purposeful discourse. However, previous studies primarily focus on vocabulary instruction strategies specifically for English Language Learners and early childhood students. Discourse in mathematics education continues to be a major theme in national standards publications. Both empirical and theoretical studies have shown that discourse allows students to build conceptual knowledge by participating in purposeful conversations. Further, previous research has found that learners are given the opportunity to increase their own ability when using social interactions as a gateway to develop higher mental functions that aid in transitioning from thought to word and visa versa. Since mathematics curricula are often influenced and developed using national standards documents as foundational resources, it is important to explore the types of vocabulary and the levels of discourse that are currently being used in the classroom. This study considers the cases of four mathematics teachers to focus on what types of vocabulary are used and what levels of discourse are evident in high school mathematics classrooms. Data sources included video-recorded observations and classroom artifacts including teacher-created materials and the district-provided curriculum. Qualitative analysis techniques were used in this study. The results of this study showed that the cognitive demand of tasks influenced the level of teacher discourse along with levels of student discourse. Students continued to use the lowest levels of discourse in response to low levels of teacher discourse, cognitive demand of tasks, and discourse interactions. However, students used higher levels of discourse when teachers used high cognitive demand tasks and high levels of teacher discourse. The results of this study also showed that students? use of vocabulary mirrored their teacher?s use of vocabulary. Finally, teachers who used the lowest levels of discourse used technical vocabulary more frequently than their students did and had the highest overall frequency of vocabulary words within their lessons.

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Matthiesen, Elizabeth Aprilla. "Teacher questioning: effect on student communication in middle school algebra mathematics classrooms." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5749.

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This study investigates the components within teacher questioning and how they affect communication within the mathematics classroom. Components examined are the type of question, the amount of wait time allowed, the use of follow-up questions, and the instructional setting. The three types of questions analyzed in this study were highorder, low-order, and follow-up questions. High-order questions are defined as questions which promote analysis, synthesis or evaluation of information versus low-order questions which only seek procedural or knowledge of basic recall of information. The third type of question, follow-up, is the second question asked of a student when the initial question is not answered or answered incorrectly. This study observed video of three teachers from three different adjacent school districts. Upon watching three lessons of each teacher and recording data, conclusions were made. All three teachers were found to use low-order questions at least 50% of the time during instruction. Wait time following high-order questions met the minimum three second time as suggested from previous researchers. Follow-up questions were found to occur more frequently after high-order questions, but followed similar trends as stated above related to the type of question asked. Instructional setting does differ in the types of questions asked with a small group setting more likely to elicit high-order questions than a whole group setting. The researcher concluded that high-order questions with a minimum of three seconds wait time in a small group setting encourage communication within the mathematics classroom.

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Campbell, Kelly Beatrice. "How Student Positioning Can Lead to Failure in Inquiry-based Classrooms." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2661.

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In an effort to improve mathematics instruction, I studied how the positions students choose or are pressed to take on can lead to failure in an inquiry-based classroom. Positioning refers to the temporary roles that a student or a teacher can place each other in or take on in a given classroom environment. Since positions are constructed and maintained by language use, I drew from positioning theory and discourse theory for my theoretical framework. From analyzing transcripts of classroom episodes and interviews with the teacher and a student, I identified common positions that the teacher and the student took on. I also looked at how these positions were negotiated in the classroom. I give a specific example of how positions could negatively change between the teacher and the student. The teacher went from a position that supported inquiry-based instruction to a position that supported traditional instruction, and the student went from a position that supported learning to a position that was detrimental to learning. The positions and the negotiation of positions impacted learning and helped to explain why the student might be failing. I found that positions changed (for better or worse) because of specific pressures, which I analyzed. For instance, when the teacher and the student succumbed to specific pressures and stepped out of certain positions, the teacher felt ineffective and the student engaged in less desirable positions that hinder learning. From this study, we can learn how to better address student and teacher failure in an inquiry-based classroom. These results have significant implications for research, teaching, and teacher education. Therefore, positioning is vital to the implementation of inquiry-based instruction in that it can either maintain or undermine it.

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Dodson, Melissa M. "Dialogue and interaction in computer-mediated communication : how undergraduate students socially construct knowledge through classroom discourse /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Tsai, Hsiao-Feng. "Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners’ Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045818.

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Rose, Anna. "THE EFFECTS OF DISCOURSE AND JOURNAL WRITING ON STUDENTS' ATTITUDES TOWARDS MATHEMATICS IN A FIFTH GRADE CLASSROOM: AN ACTION RE." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3693.

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The purpose of this study was to investigate how my use of discourse and journal writing affected students' attitudes and conceptions of mathematics in a 5th grade mathematics classroom. The nature of students' strengths and weaknesses with mathematics using discourse and journal writing were described. To show students' attitudes towards the two teaching methods transcription of teacher and student discourse on digital audio recordings, observational notes, journal writing, and pre and post attitude surveys were used. The research approach was qualitative and quantitative. The participants in this twelve-week study were twenty fifth grade students from a private school in central Florida. Through analysis of the data collected, the students showed positive improvement in attitude towards discourse and journal writing in the mathematics classroom. The study supported that discourse and journal writing are important to student learning.
M.A.
Department of Teaching and Learning Principles
Education
K-8 Mathematics and Science Education

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Luk, Jasmine Ching Man. "Cross-cultural contacts : a sociocultural analysis of classroom discourse of native English teachers and Hong Kong students." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418859.

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Reyes, Elba Iris. "Classroom discourse communicative competency of bilingual students with learning disabilities during content learning in three learning environments." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186706.

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Using language as a tool to engage in social activity and mediate learning is a human experience. For some, that experience is limited as a result of language/learning problems or by experiences in environments that have not fostered language development. Language minority students who have learning disabilities are also challenged to create meaning in a language that is not native and that may be limited, particularly as it relates to academic learning. This study examined the influence of three learning environments on the communicative competencies of bilingual students with learning disabilities and the influence of those environments on the students' learning. Students were at least two years below expected grade level in reading. During the study, they used their grade level textbooks as they engaged in learning Social Studies content. Results indicate that dialogic, interactive learning environments influence the communicative competencies students demonstrate as well as their content learning.

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Job, Casandra Helen. "How Teacher Questions Affect the Development of a Potential Hybrid Space in a Classroom with Latina/o Students." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7032.

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Questions have been shown to aid in student understanding of mathematics, particularly "novel" questions (Mesa, Celis, & Lande, 2013) that do not have a predetermined answer. However, students do not always understand what is intended by questions posed by teachers, particularly those students who come from different cultural and lingual backgrounds than those dominant in the classroom discourse. This project investigated the relationship between how a mathematics teacher acknowledged students funds of knowledge in her questions and how Latina/o students responded. It shows some research based questioning techniques that allow Latina/o students greater opportunity to participate in the mathematical problem-solving process and how resulting classroom experience shows evidence of progression toward a hybrid space, as well as factors that limited progression toward a hybrid space. These results yield implications for English-speaking teachers instructing students who are bilingual in English and Spanish at varying degrees of proficiency.

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Chang, Yueh-Ching. "Discourse and identity in online language learning a case study of a community college ESL classroom /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019822811&SrchMode=2&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274718861&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2010.
Includes abstract. Title from first page of PDF file (viewed May 19, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references. Also issued in print.

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Kim, Soonhyang. "Active verbal participation in U.S. classrooms perceptions of East Asian international graduate students /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174408526.

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Sundkvist, Charlotta. "Fysikdiskursen på Komvux : Betydelsen av student-lärarinteraktioner." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-127418.

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This study draws upon the framework for analyzing the discourse of a science classroom introduced by Mortimer and Scott (2003). It has been used for many studies before on high school youths, but never on adults. Therefore, this study focuses on the interaction between teacher and students in an adult education on high school level in physics, and how students can change the classroom discourse. Observations took place in two different schools for adults, in four different teaching groups. The result was analyzed by pattern of interactions, communicative approach, teaching purpose, type of student questions and their effect on the classroom discourse. The result was that, although students initiated the most discussions, the teacher is in charge of their discussion. The students could mostly influence the physics discourse by asking questions that the teacher did not expect and therefore the teacher needed to change his way of teaching. These changes would only last for a short while, and then would the teacher return to the original way. The students also had a small influence over the discourse when they participate during the discussions that the teacher had planned beforehand, but the teacher would according to my study have the ultimate power in the classroom.
Denna studie utgår ifrån ett ramverk som utvecklats av Mortimer och Scott (2003) för att analysera diskursen i naturvetenskapliga klassrum. Detta ramverk har tidigare endast använts på gymnasieelever, men aldrig tidigare på vuxna studenter. Studien fokuserar därför på interaktionerna mellan lärare och studenter på komvux i fysikkurserna på gymnasienivå. Observationer skedde på två olika komvux, i fyra olika undervisningsgrupper. Data analyserades utifrån interaktionsmönster, kommunikativ ansats, lärarens syfte, samt studenternas frågor och dess påverkan på klassrumsdiskursen. Resultatet visar på att trots att studenterna stod för de flesta diskussionsinitieringar, så hade läraren stor kontroll över diskursen och undervisningen. Studenterna kunde påverka fysikdiskursen med frågor som läraren inte genast visste hur han skulle kunna besvara, och därmed uppmuntra läraren att förändra undervisningen. Denna förändring varade bara ett kort tag, tills frågan var besvarad och läraren gick tillbaka till sitt ursprungliga undervisningssätt. Studenter kunde även påverka diskursen genom att med ett samspel med läraren skapa de diskussioner som läraren tycker passar in i undervisningen, men den slutliga makten över diskursen finns hos läraren.

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Dooley, Karen Teresa, and k. dooley@qut edu au. "Adapting to Diversity: Pedagogy for Taiwanese students in mainstream Australian secondary school classes." Griffith University. School of Cognition, Language and Special Education, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030102.105906.

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This study investigated pedagogy for Taiwanese students in mainstream Australian secondary school classes. The aim was to explore the construction of pedagogy for these students within the communicative contingencies of both the classroom and the community of talk around the classroom. Accordingly, the study documented and explicated the ways in which teachers adapted geography lessons for Taiwanese students, and further, the fit of teachers' descriptions and explanations of those adaptations within broader school community debate over provision for ethnic minority students. The significance of the study resides in its contribution to educational research, policy and practice in conditions of cultural diversity and formal cultural inclusion. The study's contributions arise from its attention to the forms of teacher-student interaction that are often considered to be a major point of difference between pedagogy in Australia (and other Western nations) and in Chinese (and other Asian) contexts. The focus is on the degree of teacher-directedness or student-centredness, as demonstrated by such factors as rote learning and participation in whole class spoken activities. Review of the current literature indicated that such dispositions may not only be brought to Australian pedagogic contexts by Chinese students, but may also be constructed within these contexts themselves. Analysis of theoretical perspectives on culture and pedagogy that were of high profile in Australia during the 1990s indicated that the investigation of this possibility requires an approach that makes it possible to attend to the structuring of such contexts. Accordingly, this study was conducted from a perspective that made it possible to document and explicate the construction of socialising conditions within the communicative particularities of lessons for Taiwanese students as pedagogic practice enacted in classrooms, and of debate amongst those interested in the education of the students as pedagogic talk within a school community. The theoretical framework of the study drew primarily on Basil Bernstein's sociology of educational knowledge. This perspective provided the fundamental concepts for describing the categorisation of Taiwanese students in the teacher-student interaction of the classroom and in school community talk about such. Analytic concepts developed by researchers concerned with classroom talk were specified in Bernsteinian terms to facilitate the translation between these theoretical objects and the sets of lesson and interview data examined in the study. These concepts made it possible to describe the pedagogic activities of teachers and students, and their constituent social actions, as enacted in the lessons, and as constructed in the interview talk of school community members. The two data sets were produced and analysed by methods derived from the Bernsteinian perspective. The aim was to: i) test the generic and formal Bernsteinian sociology of educational knowledge; and ii) produce findings generalisable to culturally diverse Australian school settings. One of the main findings of the study was that the adaptation of geography lessons for Taiwanese, Chinese, Asian and other ESL students produced a more constrained and teacher-directed form of pedagogy than that which was provided for other students. The other main finding was that the geography teachers described and explained these adaptations by categorising the students as 'reluctant' in whole class spoken activities and 'dependent' in written seatwork activities. Other school community members interested in the education of Taiwanese students evinced substantial agreement in this regard. However, these interviewees constructed the 'reluctant' speech and 'dependent' seatwork of the students from complex collaborative and competitive positions available in professional-academic talk. This pointed to struggles amongst those who would inform the provision of pedagogy for Taiwanese and other Chinese, Asian and ESL students. The study's theoretical significance resides, in part, in its capacity to describe the moment-by-moment classroom interaction of Taiwanese students without pre-empting the empirical salience of categories of cultural identity. Rather, attention is focused on the ways that students are categorised according to their capacity to undertake particular communicative interactions, categorisations in which cultural identity is not necessarily made overtly salient. In this way the study refined and tested the Bernsteinian model of classroom practice, while also locating analytic tools for describing classroom talk within broader relations of social power and control. Methodologically, the study's significance arises from its capacity to generate descriptions of the particularity of classroom practice, and talk about such, as pedagogic practice and talk. For policymakers the study points to the professional-academic discourses that need to be made available to teachers if they are to engage in the conversations about pedagogy that are central to emergent, second-wave conceptions of cultural equity in the state of Queensland where the study was conducted. For practitioners questions arise from the possibility that the dispositions of Taiwanese and other Chinese, Asian and ESL students to teacher-directed forms of pedagogy may be constructed in Australian contexts. These pertain to the desirability of the outcomes of adaptations undertaken in the name of cultural equity, in addition to the implications of teachers' own professional-academic socialisation for debates over 'who' should get 'what' pedagogic provision. The thesis concludes with a discussion of the utility of the study's perspective and findings given current developments in the racial and cultural politics of Australian educational institutions.

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Somerville-Braun, Jessica. "Transformative Civic Education with Elementary Students: Learning from Students and Their Teacher in a Bilingual Classroom." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586022394389801.

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Gill, Marianne E. "The Nature of Transfer from the Concepts and Vocabulary Taught in a Character Education Unit to Students Classroom Discourse." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2579.

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This action research study was conducted to inform my teaching practices on character education. The purpose of this study was to better understand the nature of transfer from the concepts of character taught in lessons to students' classroom discourse. Data were systematically collected from student comments, class meetings, and student reflection journals during a 13-week character education unit. Their discourse was coded and analyzed for evidence of transfer through an iterative process that allowed for ongoing comparison of the data. Evidence of transfer was identified only once prior to the eleventh week of the study. However,during the eleventh week, evidence of transfer was identified in the discourse of nine out of the 31 student-participants and continued to be evident in the data throughout the remainder of the study. Implications for my teaching based on the findings of the study focused on the importance of time in relation to transfer, the role of specific strategies for enhancing transfer, and the importance of understanding how to identify evidence of transfer.

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Bacino, Meghan E. "Genre, practice, and the composition classroom what students learn about language and community discourse practices through a pedagogy of genre awareness /." Diss., Connect to online resource - MSU authorized users, 2008.

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Comrie, Andrew. "Teaching in real time : a pedagogical analysis of the dynamic structuring of interactive subject matter discourse in the classrooms of student teachers on teaching practice." Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/2159.

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It would be difficult to overstate the complexity of the task a student teacher undertakes when she assumes responsibility for teaching her subject to a class during teaching practice. Vet, while issues surrounding teaching practice - such as the attitudes of trainees and their socialization - have frequently been studied (Zeichner, 1986a; Wragg,1982; Al-Hidabi, 1986), it is only recently that the actual classroom teaching of student teachers has attracted much sustained research attention (see, for example, Feiman-Nemser & Buchmann, 1986a, b, c; Leinhardt & Greeno, 1986; Bork & Livingstone, 1989). Consequently, little is known in detail about what students do, moment by moment, while engaging in the key practical component of their professional training. Considering that teaching practice - variously called the practicum, field experience, professional experience, teaching rounds, and so on - plays an essential part in all schemes of training (Collins, 1982), that training institutions in general have tended to increase the proportion of time devoted to school experience (Furlong, et al., 1988) and that students have frequently been found to view the practicum as the most valuable aspect of their course (Feiman-Nemser, 1983; Turney et al., 1985), the fact that the teaching of student teachers has been so little studied appears somewhat anomalous. This situation contrasts markedly with what is known about leaching in general from studies of experienced teachers. Research into the cognitive aspects of pedagogy has revealed something of the manifold complexities inherent in teaching. Thus the teacher may be viewed as a reflective professional who demonstrates 'knowledge-in- action' (Schon, 1983). Similar conceptions underlie perspectives which focus variously upon 'teacher decision making (Calderhead, 1980), 'teacher's craft knowledge' (McNamara & Desforges, 1978; Desforges & MacNamara,1979), or 'the knowledge base for teaching' (Shulman, 1986a, 1967). Drawing from such overlapping viewpoints, a composite picture of teaching emerges. Interacting with, say, thirty disparate individuals, who comprise the pupils in her care, the teacher engages in activities designed to illuminate her subject (Shulman, 1990). Her action is based on rapid and intricate discriminations among a multiplicity of overlapping events which often pass with bewildering speed (Doyle, 1986). She must simultaneously manage both the social order in the classroom and the development of academic work, and, where there is conflict between these twin goals, the former concern often seems to be accorded priority (Carter & Doyle, 1987). Thus the teacher's action seems designed to ensure that orderly states of activity are initiated and sustained (Brown & McIntyre,1989). An additional aspect of the teacher's action, which pervades the classroom, is the way she improvises pedagogical language, in an interactive setting, in an attempt to disclose subject matter knowledge (Erickson, 1982). The teacher also possesses an awareness of the differential abilities of pupils in the class and seeks to involve them in appropriate ways (Calderhead, 1980). Yet all her pedagogical action may be orchestrated into a seamless performance of such skill that its intricacy can easily be overlooked by an observer (McNamara, 1980). Thus it would appear that if teaching practice is conceived as an opportunity for learning through attempting to emulate what experienced teachers do, the student faces a central difficulty: much of the professional activity teachers engage in is not directly observable (Feiman-Nemser & Buchmann, 1986a, b, c). The student teacher may view the overt actions of a co-operating teacher, but she is not privy to the professional discriminations which inform these actions. Nor have teachers, in common with other professionals, been found to be naturally able to be explicit about their expertise in this regard (Berliner, 1986; McIntyre et el., 1988). And the student suffers still other disadvantages. Salient among these is the fact that she has to teach pupils she is barely acquainted with. Thus she does not possess the knowledge of the class, built up over many dozens of hours of interaction, that the co-operating teacher has, and so is likely to be hesitant in interpreting pupil behaviour. Nor does she have the store of knowledge, built up from years of exposure to other pupils and classes, that the experienced teacher may fall back on when she encounters a new class (Wragg & Wood, 1984). Similarly, while she may be enthused by her subject, she does not have the pedagogical knowledge of the subject matter that the experienced teacher will have accumulated (Shulman,1987). For instance, she is unlikely to know accurately what may be expected of pupils of different ages and abilities. Nor will she be keenly aware of the common misunderstandings that may need to be guarded against when she introduces pupils to a particular topic. Neither will she possess a store of useful analogies for explaining certain concepts, and so on (see, Shulman, 1986a, 1990; Wilson, et al. 1986).

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Stanford, Courtney Lynn. "Using discourse analysis to investigate the influences of instructor facilitation and course materials on student argumentation and conceptual understanding in POGIL physical chemistry classrooms." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/5857.

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In order to understand the influences that instructors and course materials have on student argumentation and conceptual understanding of thermodynamics I analyzed three cases studies of two instructors’ implementation of the Process Oriented Guided Inquiry Learning (POGIL) thermodynamic materials. The POGIL approach is designed to help students learn chemistry while encouraging the development of process skills such as communication and critical thinking. These materials are designed in accordance with the theory of constructivism and include learning cycles to help students’ work together to construct an understanding of chemistry content. However, the facilitation of the materials can vary by instructor and impact student learning. Two aspects of student learning that I was interested in was argumentation and coordination between the macroscopic, symbolic, and sub-microscopic levels of chemistry. I was interested in argumentation because this is a common form of communication in science and students need to learn how to support their claims using reliable evidence. Furthermore, chemistry can be viewed in terms the macroscopic, symbolic, and sub-microscopic levels, but in order to develop a complete understanding of a concept, one needs to understand the concept at all three levels. Therefore it is important for students to be able to use all three levels of reasoning and make connections between levels. Using discourse analysis I was able to examine how students’ reasoned through and developed an understanding of thermodynamics. By analyzing the student-instructor interactions and course materials I was able determine how these two aspects of a POGIL learning environment influenced students’ use of scientific argumentation and coordination of macroscopic symbolic, and sub-microscopic level reasoning. Data was collected by recording and transcribing student-instructor interactions and conversations from all three cases studies. Analysis involved the coding of classroom transcripts to identify arguments and the instructor’s discursive moves. This revealed how the students constructed arguments and how the instructor was able to encourage student argumentation. Next the arguments, instructor discourse, and course materials were analyzed in terms of macroscopic, symbolic, and sub-microscopic level reasoning. This enabled me to better understand how students’ used information they were presented with by the instructor and materials in their arguments. Lastly, the POGIL materials were analyzed to see how the design of the materials and the nature of the question prompts impacted student argumentation. It was found that both the instructor and the course materials impact students’ use of macroscopic, symbolic, and sub-microscopic level reasoning in their arguments. Instructors could use questioning moves to help scaffold student argumentation and encourage students to build connections between the macroscopic, symbolic, and sub-microscopic level. In addition, the materials emphasized symbolic level reasoning and many questions do not encourage students to explain their reasoning behind their answers.

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Heggestad, Robert C. II. "A Microethnographic Discourse Analysis of the Conditions of Alienation, Engagement, Pleasure, and Jouissance from a Three-year Ethnographic Study of Middle School Language Arts Classrooms." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1532090586719699.

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Torres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.

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The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.

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Zhao, Ruilan. "Exploring Reading and Writing Connections in the Synthesis Writing of Multilingual Students in a Second Language Writing Classroom." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1433507195.

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Dissertations / Theses on the topic 'Student classroom discourse'

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