The purpose of this study is to conceptually explore and investigate the attributes of varying monologic discourses in the classroom, in order to develop a more nuanced understanding of monologicality. Data for this study comprised transcripts of lessons conducted by a teacher from a larger national study on Year 7 classroom practices. Constant…

Although many issues about the use of transcripts for studying classroom interactions have been addressed in other studies, little attention has been given to the use of transcripts to study student teachers' classroom interactions. To achieve a deeper understanding of student teachers' perspectives and permit the formulation of a more appropriate…

In this article, we use grounded practical theory to develop a practical theory for using "difficult data" in Language and Social Interaction university classes. "Difficult data" are transcribed, audio/video-recorded data that contain language and ideologies that could be offensive, bigoted, or otherwise disturbing. We provide…

Transcript Based Lesson Analysis (TBLA) is a transcript-based learning analysis method developed at Nagoya University, Japan. This new method is believed to justify the success of instructional design planned by the teacher. So far, the success of learning design has been reflected in student learning outcomes, even though the learning outcome…

We investigate automatic detection of teacher questions from automatically segmented human-transcripts of teacher audio recordings collected in live classrooms. Using a dataset of audio recordings from 11 teachers across 37 class sessions, we automatically segment teacher speech into individual teacher utterances and code each as containing a…

Complex adaptive systems theory served as a framework for this qualitative study exploring the process of how meaning emerges from the collective interactions of individuals in a synchronous online discussion through their shared words about a topic. In an effort to bridge levels of analysis from the individual to the small group to the community,…

Analyzing the quality of classroom talk is central to educational research and improvement efforts. In particular, the presence of authentic teacher questions, where answers are not predetermined by the teacher, helps constitute and serves as a marker of productive classroom discourse. Further, authentic questions can be cultivated to improve…

This case describes an observational video study of an upper elementary science classroom. Through our study, we explored the ways in which the role of a good science student is portrayed in the language used by students and their teacher. The analysis focused on probing how pronouns were used by students and teacher to position each other and…

By analyzing the audio recording and transcription of classroom discourse, this case study focused on the ways in which the instructor used follow-up statements to socialize students into intellectual talk. Four relevant categories of follow-up statements emerged: (a) revoicing, (b) contextualization, (c) parallel elaboration, and (d) assistive…

Students ask a variety of questions during mathematics lessons. Some questions focus on procedures or formal notation, while others focus on ideas, connections, or representations. Student questions are important as they provide vastly different learning opportunities for students. In order to support teachers as they help students learn to ask…

This qualitative and descriptive study examines the evolution of secondary preservice teachers' views on teaching and learning mathematics and science in historical and cultural contexts. Data were collected throughout participants' enrollment in a semester-long course entitled, Perspectives on Science and Mathematics, which is taken in…

Being challenged by opposing views in a controversial discussion can stimulate the production of more elaborate and sophisticated argumentations. According to the model of argument reappraisal (Leitão, 2000), such processes require transactivity, meaning that students do not only give reasons to support their own position (e.g., pro/contra…

The authors, working from a "new literacies studies" perspective, suggest that educators can better teach their students if they develop their own knowledge of the purposes, types, and language conventions students use in their informal out-of-school literacy practices. The purpose of this study was to identify the literacy practices…

The study reported in this article investigated the influence of a research-informed, school-based, professional development workshop programme on the quality of classroom dialogue using the interactive whiteboard (IWB). The programme aimed to develop a dialogic approach to teaching and learning mediated through more interactive uses of the IWB,…

This paper examines learning of science in 15 grade nine classrooms by analyzing the type of talk that teachers engaged in. Using transcripts from audio recordings that are part of the Singapore Corpus of Research in Education database, annotations were carried out on the phrases of teacher talk using Mortimer and Scott's framework for meaning…