Dissertations / Theses: 'Classroom discourse'

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Watson, Todd Richard. "Topics in classroom discourse." Thesis, University of Liverpool, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288859.

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Khoo, Rosemary Ghim Choo. "Interaction dynamics of classroom discourse." Thesis, Khoo, Rosemary Ghim Choo (1988) Interaction dynamics of classroom discourse. PhD thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/51375/.

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Most classroom research carried out in Singapore involves correlational studies which employ quantitative research methods. Such studies have limited usefulness in offering insights into the human and social aspect of events that are accomplished through face-to-face interaction, such as classroom lessons. This study sets out to rectify the dearth of qualitative research on Singapore classrooms by presenting a descriptive account of the working of social and linguistic processes in the recurrent patterns of interaction in lessons. Such a description should provide valuable microethnographic information on the Singapore classroom. Our conception of the lesson is of an educational encounter, and classroom interaction is social action which is characterised by negotiative activity as teachers and pupils participate actively in the joint act of creating a lesson. Thematic and interactional aspects of classroom management constrain the ways in which both parties communicate and participate and the teacher's verbal strategies are made in response to pupils' communicative behaviours. The research procedure used is ethnographic investigation which subscribes to a holistic conception of the lesson considered as an analytic whole. The corpus of data comprises the complete transcripts of a theoretical sample of 16 lessons which have been videorecorded in upper secondary English language classrooms in Singapore, supplemented by observed data from field notes and informal discussions with teachers. The complexity of discourse analysis is first highlighted in the discussion of conceptual issues underlying the theoretical position taken in this study. These include the various relationships that exist between utterance, meaning and context so as to explain the basis of interpretive procedures used in the analysis. The approach adopted in the analysis of classroom discourse is eclectic to enable insights from linguistic and sociological disciplines to be used in the interpretation of utterances. A typology of situation types ('sit-types') is described, that is, the established patterns of organisation of interaction of the Composition and Language Practice lesson respectively, obtained from the analysis of classroom lessons. This is followed by an analysis of the interaction of selected episodes and of a whole lesson to illustrate the negotiated character of lessons as the teacher adopts management strategies in relation to a lesson's academic and social goals and in the face of typical pupil behaviours, such as silence and reluctance to answer. An implication arising from this study is that the direction for effective pedagogic innovation and change lies first in the recognition of the practical and ideological constraints which influence a teacher's communicative strategies in the classroom.

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Muthwii, S. M. "Classroom discourse in chemistry : A study of the teacher pupil discourse events in some Kenyan chemistry classrooms." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378744.

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Ellwood, Constance. "Discourse and desire in a second language classroom." University of Technology, Sydney. University Graduate School, 2004. http://hdl.handle.net/2100/353.

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This thesis draws on the theories of Foucault, and Deleuze and Guattari to describe some ways in which teacher and student identities are produced and performed in a second language classroom. Three major aspects of identity are considered: cultural identity, teacher professional role identity, and the changing identity of the language learner. The thesis uses poststructuralist perspectives to critique notions of identity current in second language theory and practice. It extends the conception of identity as 'subjectivity’ proposed by Bonny Norton Peirce - that is, as multiple, impermanent, fragmented – to include the notion of subjectivity produced in interaction and desire. Through an examination of texts produced in an ethnographic study, the thesis addresses issues of cultural categorisation and stereotyping in second language teaching and learning. It discusses the discursive production of subjectivity in discourses of cultural identity and the extent to which culture is a determining factor in subjectivity in the classroom site of the research. It shows how a homogenising effect of discourse leads to the positioning, both self-imposed and other-imposed, of individuals as members of particular cultural groups with particular characteristics. The thesis also discusses the discursive production of subjectivity through discourses of good teacher and good student, and demonstrates the extent to which these discourses are processes of molarisation. The thesis is thus concerned here with an examination of relatively static, fixed identifications and to demonstrate the power of discourse to determine subjectivities. It is also concerned to look at an excess to discourse, a flow which is beyond signification and identification: desire. Identity change at the discursive level is discussed through discourses of becoming, and is differentiated from movements away from subjectification. These movements of desire are proposed as a new way of conceiving agency. The thesis attempts to show some ways in which these subjectivities, produced in discourse and desire, play out in the classroom, in terms of their production and reception by participants, and the impacts on the teaching/learning context.

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Temple, Codruta. "Teaching and learning mathematical discourse in a Romanian classroom : a critical discourse analysis." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available, full text:, 2008. http://wwwlib.umi.com/cr/syr/main.

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Doray, Michele Brigitte Antoinette. "Gender differentiated discourse: a study of teacher discourse in the adult ESL classroom." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/2122.

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The purpose of this study was to investigate similarities and differences in the classroom discourse of male and female ESL teachers in the academic stream of one Western Australian tertiary institutions ELICOS program. Language and gender research generally suggests that males and females have different and quite distinctive communicative styles. This study attempts to examine if this finding is also manifested in male and female teachers discourse in adult ESL classrooms in the three main aspects of classroom interaction; giving explicit instructions, asking questions and providing verbal feedback, using Sinclair & Coulthards (1975) IRF framework. A sample of six teachers, three males and three females were observed through a process of non-participant observation and their lessons video-recorded in the naturalistic situation of the classroom in order to make a comparative analysis of their discourse.Teacher discourse in the three aspects of classroom interaction, namely, instructions, questioning and feedback, was examined with the purpose of exploring gender differences and similarities so that the reasons and implications for the manifestation of such similarities and differences can be further investigated. Conclusions were then made about the influence of traditional masculine and feminine speech styles on the discourse choices of the teachers.The discourse analysis found that more similarities than differences existed in the teachers classroom discourse supporting the notion that the choice of discourse features is dependent firstly on the context and secondly on the role of the interactants vis-à-vis each other in the community of practice. Although some differences emerged, the teachers in this study generally adopted a facilitative, cooperative speech style in their classroom discourse.

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Doray, Michele Brigitte Antoinette. "Gender differentiated discourse : a study of teacher discourse in the adult ESL classroom /." Curtin University of Technology, Department of Language and Intercultural Education, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16608.

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The purpose of this study was to investigate similarities and differences in the classroom discourse of male and female ESL teachers in the academic stream of one Western Australian tertiary institutions ELICOS program. Language and gender research generally suggests that males and females have different and quite distinctive communicative styles. This study attempts to examine if this finding is also manifested in male and female teachers discourse in adult ESL classrooms in the three main aspects of classroom interaction; giving explicit instructions, asking questions and providing verbal feedback, using Sinclair & Coulthards (1975) IRF framework. A sample of six teachers, three males and three females were observed through a process of non-participant observation and their lessons video-recorded in the naturalistic situation of the classroom in order to make a comparative analysis of their discourse.Teacher discourse in the three aspects of classroom interaction, namely, instructions, questioning and feedback, was examined with the purpose of exploring gender differences and similarities so that the reasons and implications for the manifestation of such similarities and differences can be further investigated. Conclusions were then made about the influence of traditional masculine and feminine speech styles on the discourse choices of the teachers.The discourse analysis found that more similarities than differences existed in the teachers classroom discourse supporting the notion that the choice of discourse features is dependent firstly on the context and secondly on the role of the interactants vis-à-vis each other in the community of practice. Although some differences emerged, the teachers in this study generally adopted a facilitative, cooperative speech style in their classroom discourse.

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Dreyer, Carisma. "Classroom discourse in ESL : an analysis / Carisma Dreyer." Thesis, Potchefstroom University for Christian Higher Education, 1990. http://hdl.handle.net/10394/1286.

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Cray, Ellen Nichols. "Grammar : text, context, and discourse." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314239.

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Gilmetdinova, Alsu Makhmutovna. "Reflexivity in conducting discourse analysis of code-switching in a classroom discourse the analysis of Tom Romano's 'Crafting authentic voice' /." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/gilmetdinova/GilmetdinovaA0510.pdf.

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This paper presents research that applies the properties of reflection (uniting theory, practical reasoning and personal experience) to a specific educational context, classroom discourse. Discourse analysis will be used as a tool to explain the existence of the variety of codes in the classroom setting: teaching code, behavioral code, student code, spoken and textual codes. This project also attempts to fill in the gap that currently exists in the scholarly discussion on teaching code-switching strategies in monolingual discursive situations. Review of literature situates the general topic in an historical context and critically analyzes the most relevant published research through summary, classification and comparison, and promotes reflexivity upon language choice in educational settings. Theoretical framework composed of the synthesis of findings in discourse analysis, ethnography of communication and critical language awareness focuses attention on classroom discourses, especially those pertaining to the analysis of written textbooks. Furthermore, the theory serves as a solid foundation for building awareness of how language functions in written texts, and it has the potential to make teachers and students more aware of the effects of code-switching techniques in a text. The third chapter applies this theoretical framework to the textbook 'Crafting Authentic Voices' by Tom Romano. This theory and its application has a potential to make contributions to the development of curriculum, pedagogy, instructional planning in the English Language Arts classrooms.

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Lahlali, El Mustapha. "Morroccan classroom discourse and critical discourse analysis : the impact of social and cultural practice." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/451/.

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The aim of this study is to display the important contribution which a critical analysis makes to our understanding of students/teachers relationship through the analysis of their discursive practices. The work focuses specifically on interaction within Moroccan classrooms at the secondary school level, involving students aged between 12-14 years old. The data source consists of transcripts of audio-recordings of classroom lessons in which both teachers and students are engaged in the interaction, which is supplemented by interviews with teachers. In order to examine power relations between teachers and students, this research presents a detailed analysis of the linguistic features used by teachers. Such discourse features are IRF patterns, modality, politeness, Q/A and interruption. Although the analysis of the discoursal features of such interactions is of interest, it alone does not explain the nature of the relationship between pupils/ teachers. For this to be achieved, one may go further to conduct a structured interview analysis to explain such relations and establish a dialectic relationship between institutional practice and social practice (Fairclough 1992b). The effects which are traceable in the discourse of participants are not only related to the teacher/student relationship but also reflect the social order of which the educational institution is a part. The social order has impact on the educational institution which in turn affects the student/teacher relationship. This relationship in turn confirms the social order (Candlin 1997). The research provides a detailed analysis of the discursive practice and describes specific ways in which teachers dominate students' interaction. It traces teachers' control and dominance of the classroom practices to the overwhelming social beliefs of the participants. It concludes that specific social practices on the part of students and teachers produce particular discourse practices in the classroom. These discourse practices hinder the ongoing interaction. Both students' and teachers', assumptions and social beliefs of the classroom practices contribute to creating an atmosphere of control and dominance in the classroom. This research provides suggestions to overcome this crisis. It believes that a change in the classroom practice requires a change in the social practice and vice versa.

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Smith, Prudence. "Improving Classroom Discourse in Inquiry-Based Primary Science Education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/591.

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Teachers‟ capacity to use classroom discourse to deepen student learning through sustained conversation is considered crucial to increasing students‟ intellectual development. Learners actively construct knowledge and develop understandings from their shared experiences and via interaction with others (Driver, Asoko, Leach, Mortimer & Scott, 1994). However, talk that fosters students‟ capacity to reason is lacking in many classrooms (Alexander, 2006) and, what is more, teachers tend to control the discourse by asking a predominance of closed questions and using a question-answer recitation script which limits the exploration of students‟ ideas (Nystrand, Gamoran, Kachy, & Prendergast, 1997). The purpose of this study was to investigate how teachers‟ beliefs and knowledge about managing classroom discourse and their teaching practice was influenced by their participation in an action-research based professional learning intervention. The guiding framework for the teachers‟ professional learning drew on Mortimer and Scott‟s communicative approaches, which were matched to the phases of scientific inquiry. This study was a part of a larger research project entitled: Enhancing Classroom Discourse in Primary Science Education which utilised mixed methods and interpretive approaches, combining pre- and post-intervention observations and data collections involving a cohort of 12 teachers as well as a set of embedded case studies involving more extensive collection of data with five of the participants. These case studies provided the focus for this study. Analysis of classroom video as well as teacher questionnaire and interview data gathered before, during and after the professional learning intervention provided insights into the impact of the intervention on teachers‟ understandings about: quality talk; the classroom culture needed to support whole-class talk; and, the skills of using puppets to engage students in discourse. A more detailed analysis and coding of the transcripts of whole-class discussions revealed changes to the way the teachers used questioning, discourse moves and communicative approaches to orchestrate sustained conversations and the resultant impact this had on level of students‟ engagement and the quality of their talk. Following the professional learning intervention, the case study teachers gained a deeper understanding of substantive talk and of the complex role of the teacher in managing classroom discourse to sustain a culture for talk. They made significant gains in confidence and self-efficacy for managing classroom discourse and developed a greater understanding of the conventions that are supportive of substantive talk. The case study teachers increased their capacity to conduct more purposeful discussions and they developed sophisticated understandings about how to use teacher questioning and discourse moves to elicit, explore and probe their students‟ ideas and to develop cumulative talk. Ultimately, the teachers developed a repertoire of discourse moves to support their questioning and differentiate their management of class discussions in order to match their communicative approach to the instructional focus of the lesson and phase of inquiry. Consequently, their students participated more readily in discussion and they gave increasingly elaborated responses. Furthermore, they were able to generate cumulative talk and to give progressively more complex descriptions, explanations and reasons. Some teachers also used puppets effectively to establish a supportive culture for talk, set up convincing investigations, and elicit elaborated responses and explanations from their students. The findings of this research may be transferable to teachers who work in settings similar to those of the case study teachers. The set of codes that were developed to describe the teacher-student interactions will be useful for future researchers wishing to investigate classroom discourse. These codes along with the video footage and professional learning resources developed for this study will be used as the basis for future research and teacher professional learning. Further studies might investigate how changes to the teachers‟ discourse practice were sustained over time and what impact this had on students‟ learning outcomes. It would also be useful to understand how the improvements seen in whole-class discourse translate to the student-to-student interactions in both whole-class and small group discussions and whether students are able to manage the talk so that they use „talking for thinking‟. This study developed new approaches to and resources for teacher professional learning as well as new insights into teachers‟ discourse practices, which have informed an elaborated theoretical model that shows the variables impacting on quality classroom discourse.

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Vanniarajan, Swathi. "Discourse adjustments to non-native speakers in the university classroom." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5432.

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Jones, Pauline School of English UNSW. "Intersubjectivity and learning: a socio-semantic investigation of classroom discourse." Awarded by:University of New South Wales. School of English, 2005. http://handle.unsw.edu.au/1959.4/23306.

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This thesis is concerned with the shaping of pedagogic subjectivities through classroom talk. It addresses a number of research questions, namely: In what ways do forms of intersubjectivity created in classroom talk shape the learning for children in two socioeconomically disadvantaged classrooms? How do teachers??? variant readings of official curriculum documents impact on classroom practices? How might the role of the teacher in such classrooms be usefully understood and articulated? The research described in the thesis draws on socio-cultural approaches to language, learning and pedagogy. Systemic functional linguistics, which models cognition as meaning, provides the major theoretical position together with tools for close linguistic analysis (Halliday 1994, 1999). Vygotsky???s complementary view of learning as the consequence of joint activity in semioticised environments highlights the role of the mediating agent (1978). Bernstein???s theory of pedagogic relations provides a useful framework for understanding the circulation of cultural dynamics through locally situated pedagogic settings (1990, 1996, 2000). The research adopts a case study approach; data comprises talk produced during a complete curriculum cycle in each primary classroom as well as interviews, written texts and official curriculum documents. The analysis proceeds through phases; that is, it initially describes the curriculum macrogenres (Christie 2002) then moves to more detailed linguistic analyses of prototypical texts from each setting. Mood, speech function and appraisal (Eggins & Slade 1997, Martin & Rose 2003) are systems recognised in the SFL model as those which enact intersubjective relations. Close attention to their deployment in classroom interactions reveals much about how broad social roles are enacted, how the moral regulation of the learners is accomplished and how subtle differences in learning take place. The analysis reveals considerable difference in the educational knowledge under negotiation. In one classroom, learners are stranded in localised, everyday discourses; while in the other, learners are given access to more highly valued curriculum discourses. It is argued that the interactive practices which produce such difference result from teachers??? readings of the official curriculum; readings which are shaped by particular philosophical orientations to curriculum, together with features of the local settings and their relations to the official pedagogic field.

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Gibbons, Pauline. "Discourse contexts for second language development in the mainstream classroom /." Electronic version, 1999. http://adt.lib.uts.edu.au/public/adt-NTSM20040203.155828/index.html.

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Chan, Sui Ping. "Organization of teacher/pupil discourse in a communicative language classroom." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/25.

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Ashby, Susanne C. "Classroom discourse in undergraduate IT courses : prestige, power and disengagement /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594489951&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Triglone, Robyn J., and n/a. "The features of interactive discourse that characterise a reasoning-based teacher approach to classroom discussion." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061113.083357.

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This study takes a theoretical stance that relies on the notion that cognitive development is predominantly a process of learning. The study rests particularly on the Vygotskian theory that children learn within a social environment by practising cognitive skills, under expert tutelage, that they will later perform independently. If children are to develop skills in reasoning the classroom needs to be a place where reasoning skills are modelled, practised and reinforced. Certain features of interactive discourse may have the effect of emphasising the content of a discussion at the expense of the reasoning process and therefore of the practice of reasoning. This study investigated the interactive discourse of a classroom discussion that had reasoning as the sole objective of the discussion and identified the discourse features that characterised the discussion. One experimental kindergarten group and two experimental grade 1/2 groups were introduced to a reasoning-based approach using the Elfie package. A discussion, based on a children's story, was then held with these groups and with two experimental kindergartens that had received no previous exposure to the reasoning-based approach. Examination was also made of the discourse features of a control kindergarten discussion and a grade 1/2 discussion. Important differences were identified between the discourse features of the control and experimental classrooms. Analyses of the experimental discussions found a lower proportion of teacher utterances that were psuedo questions, and that included evaluation of pupil comments; a higher proportion of teacher invitations to explore the logical implications of an idea; a higher proportion of pupil utterances that were in response to other pupil comments and a higher proportion of pupil utterances that included reasons. Analyses of control discussions found that the prevailing pattern of discourse involved teacher initiation (often a pseudo question) - pupil response - teacher evaluation and re-elicitation. Discussion is included about the role such a pattern plays in emphasising content at the expense of the process of reasoning.

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Arthur, Johan Isabel. "Policy, practices and pedagogies : a case study of language in Botswana primary classrooms." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282371.

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Harbaugh, Adam Paul. "Authoritative discourse in the middle school mathematics classroom: a case study." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2568.

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According to the National Council of Teachers of Mathematics (NCTM) standard of communication, ??Instructional programs from pre-kindergarten through grade 12 should enable all students to...communicate their mathematical thinking coherently and clearly to peers, teachers, and others?? and students need to learn ??what is acceptable as evidence in mathematics?? (NCTM, 2000, p. 60). But do teachers have a clear understanding of what is acceptable or do they believe that the only acceptable explanations are the ones that they themselves gave to the students? Can teachers accept alternative forms of explanation and methods of solution as mathematically accurate or do they want students to simply restate the teachers?? understandings of mathematics and the problem? The focus of this dissertation is the authoritative discourse practices of classroom teachers as they relate to individual students and large and small groups of students. In this case study, I examine the interactions in one eighth-grade mathematics classroom and the possible sharing of mathematical authority and development of mathematical agency that take place via the teacher??s uses of authoritative discourse. A guiding objective of this research was to examine the ways a teacher??s discursive practices were aligned with her pedagogical intentions. The teacher for this study was an experienced eighth-grade mathematics teacher at a rural Central Texas middle school. The teacher was a participant in the Middle School Mathematics Project at Texas A&M University. Results of an analysis of the discourse of six selected classes were combined with interview and observation data and curriculum materials to inform the research questions. I found that through the teacher??s regular use of authoritative discursive devices, mathematical authority was infrequently shared. Also the teacher??s uses of authoritative discourse helped create an environment where mathematical agency was not encouraged or supported. The teacher??s use of various discursive devices helped establish and maintain a hierarchy of mathematical authority with students at the lowest level reliant on others for various mathematical decisions.

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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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Gourlay, Lesley J. "Classroom discourse and participation in an 'English for specific purposes' context." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/23025.

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Stolk, Keilani. "Types of Questions that Comprise a Teacher's Questioning Discourse in a Conceptually-Oriented Classroom." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3716.

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This study examines teacher questioning with the purpose of identifying what types of mathematical questions are being modeled by the teacher. Teacher questioning is important because it is the major source of mathematical questioning discourse from which students can learn and copy. Teacher mathematical questioning discourse in a conceptually-oriented classroom is important to study because it is helpful to promote student understanding and may be useful for students to adopt in their own mathematical questioning discourse. This study focuses on the types of questions that comprise the mathematical questioning discourse of a university teacher in a conceptually-oriented mathematics classroom for preservice elementary teachers. I present a categorization of the types of questions, an explanation of the different categories and subcategories of questions, and an analysis and count of the teacher's use of the questions. This list of question types can be used (1) by conceptually-oriented teachers to explicitly teach the important mathematical questions students should be asking during mathematical activity, (2) by teachers who wish to change their instruction to be more conceptually-oriented, and (3) by researchers to understand and improve teachers' and students' mathematical questioning.

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Kim, Jung Sook. "Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445.

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Hunt, Christopher George. "Centrifugal and centripetal forces in the discourse of early years reading instruction." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5835.

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This thesis reports on a research project investigating how a sample of eight teachers of P2 children in Scotland encouraged dialogic interaction in their reading groups while following prescriptive policy. The research is based on a detailed analysis of the discourse of reading sessions conducted by the eight teachers, and is informed by previous research on oral language development, the role of dialogue in children’s learning, and the relationships between reading development and classroom discussion. The project uses mixed methods, applied to a framework derived from exchange structure research. Patterns of interaction have been examined quantitatively and qualitatively, with a particular focus on learners’ initiations, the making of text-life links by learners and teachers, and the extent to which these are integrated into the reading experience by the teachers’ use of contingent responses. The discourse analysis section of the findings is preceded by a preliminary examination of the teachers’ beliefs about classroom talk, and is followed by discussion of their views on the usefulness and adaptability of the research process itself as a means for enabling them to make their reading sessions more interactive. The project finds that the interactivity of the reading sessions is shaped by the teachers’ moment-by-moment decision-making about the control of centrifugal and centripetal forces in discourse; in particular, how far to allow children’s personal responses to the text to deflect group attention from the central goals of skill development and text coverage laid down by reading policy. The teachers reported their own experiences of teaching reading as being characterised by a tension between encouraging children’s personal engagement with, and responses to, reading material, and fulfilling the demands of a prescriptive curriculum within severe time constraints.

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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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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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Joswick, Candace Domenica. "Investigating the Relationship Between Classroom Discourse and Concept Development in Geometry Learning." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500237810722885.

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Duncan, Deborah S. "Children's discourse in the margins of classroom instruction influences on literacy learning /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338856751&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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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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Schwartz, Lauren E. "Searching for Answers When Girls Don't Perform Well: Evaluating Classroom Discourse and Microculture in a Sixth Grade Science Classroom." UKnowledge, 2016. http://uknowledge.uky.edu/stem_etds/5.

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This action research project examines the role classroom culture and discourse can play on student learning, with a focus on female students. A sixth grade science classroom was evaluated through analysis of two videotaped astronomy lessons. The classroom environment utilized qualitative methods to examine teacher and student interactions, student and student interactions, and classroom environment. The research project began in response to a previous research project which found that after completing an astronomy unit male students not only out preformed female students, but female students lost gains in several area. Findings suggested that there may be a connection between the classroom discourse and microculture and the girls’ low performance.

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Haugh, Brian. "Collaborative modelling : an analysis of modes of pupil talk." Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263247.

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Contreras, Omel Angel. "How a Master Teacher Uses Questioning Within a Mathematical Discourse Community." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/789.

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Recent scholarly work in mathematics education has included a focus on learning mathematics with understanding (Hiebert & Carpenter, 1992; Hiebert et al., 1997; Fennema & Romberg, 1999; National Council of Teachers of Mathematics, 2000). Hiebert et al. (1997) discussed two processes that they suggested increase understanding and that are central to this study: reflection and communication. Learning mathematics with understanding requires that the students create a deeper knowledge of mathematics through reflection and communication. The environment in which such learning can take place must include patterns of behavior, known as social norms that promote deeper thinking. When the social norms encourage reflection and communication among the members of the classroom community, or supports learning with understanding, it becomes what I term a productive discourse community. The purpose of this study is to find out what a teacher does to create and maintain a productive discourse community where students can reason and learn with understanding. To accomplish this purpose, this research asks the following question: In what ways does the teacher in the study direct mathematical discourse in order to facilitate understanding? To answer this research question, data was gathered from eight class periods. The classroom discourse was analyzed and six discourse generating tools were found to be used by the teacher: (1) using lower-order questions to engage students, (2) persisting in eliciting students' reasoning, (3) encouraging as many student participations as possible, (4) encouraging students to analyze and evaluate each other's comments, (5) encouraging students to share as many strategies as possible and (6) using a focusing discourse pattern. There were also three social norms found to be established in the classroom at the time of the data collection. These norms are: all students are expected to (a) participate (b) share their reasoning when called upon, and (c) listen to, analyze, and evaluate each other's comments. Through further analysis, it was found that the six discourse generating tools reinforced the social norms, while the social norms supported the six discourse generating tools. Thus creating an environment where reflection and communication occurred in a way that promoted learning mathematics with understanding.

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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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Gong, Min Jie. "A study of code-switching in classroom discourse at the University of Macau." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586636.

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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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Shrubshall, Paul. "EAL, classroom interaction and narrative : reconstructing the distinction between everyday and academic discourse." Thesis, King's College London (University of London), 2003. https://kclpure.kcl.ac.uk/portal/en/theses/eal-classroom-interaction-and-narrative--reconstructing-the-distinction-between-everyday-and-academic-discourse(12f4749c-9bd4-4dfb-ac36-a79b6e630770).html.

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Li, Yue E. "The operation of repair in L2 learner conversation, group work and classroom discourse." Thesis, Aston University, 1992. http://publications.aston.ac.uk/14829/.

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The present study is an empirical investigation into repair in spoken discourse, specifically focusing on L2 learner conversation, group work and teacher-fronted classroom interaction. The core of the investigation concentrates on identification of the problem type, classification of repair strategies and examination of interaction in the repair process. A comparison between Conversation (CS), Group Work (GW), and Teacher-fronted classroom interaction (CR) suggests that more repair is undertaken in CS. The results of the study suggest that the fundamental differences between CS, GW and CR are of two types: in the frequency of repair and in the nature of the repair itself. It has been found that other-initiation for production problem repair occurs mainly in CR, other-completion is characteristic of GW and self-repair is most frequent in CS. Factors affecting the occurrence of repair in CS, GW and CR are related to content and social and communicative features of context. Importantly, the study shows the frequency of repair in GW falls between that of CS and CR in most of repair strategies. This result lends support to the argument that group work can assist L2 learners to develop their communicative competence. It is suggested that the analysis of the repair process in CS, GW and CR can be useful in throwing light on the intricacies of spoken discourse in general and can be exploited by applied linguists for both theoretical and pedagogical purposes.

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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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Marshall, Tatiana. "Boners and twats sexual discourse and political pedagogy in a sex education classroom /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/609.

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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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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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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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Engelbrecht, Learned Carrie. "Mathematiques en francais, Math in English: Discourse in an Elementary School French Immersion Classroom." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35031.

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French immersion is a program that some non-native French parents in Canada choose for their children. Some time allocation models for French immersion programs mean that students in French immersion classes will study mathematics in French and in English at different times during their educational careers. This study follows an elementary class of French immersion students from grade three, when the language of mathematics instruction is French, to grade four, when the language of mathematics instruction changes to English. Using Sfard’s four categories of discourse: routine, endorsement, visual mediators, and word use, transcripts of audio recordings of teacher and student language in the classroom were analysed. The characteristics of the teacher and student discourse, as well as the similarities and differences between mathematical discourse in the French language and English language mathematics classrooms were described. The data was characterised by two routines: a question-response-endorsement routine, and an exploratory routine. Although both routines were found in both the French language and the English language classrooms, there were differences as well as similarities in the routines, as well as in word use, visual mediators, and endorsement, between the teacher and the student language, as well as between the two language settings. Limitations to this study, as well as the role of talk in the mathematics classroom, are discussed.

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Shimizu, Katsunobu. "Spurning the Classroom : The Discourse and Reality of School Non-Attendance in Contemporary Japan." Thesis, Oxford Brookes University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515234.

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Humphreys, Sara. "Schooling identity : gender relations and classroom discourse in selected junior secondary schools in Botswana." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418712.

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Creamer, Victoria Lunetta. "Race Equity and Culturally Relevant Pedagogy| Evidence of Professional Learning in Elementary Classroom Discourse." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839335.

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The Chapel Hill-Carrboro City School District has engaged its staff members in various professional learning sessions related to race equity and culturally relevant pedagogy for almost 20 years. Despite these efforts, an academic achievement gap persists in math and reading between white students and students of color1. This qualitative study will focus on four teachers at one of the district’s eleven elementary schools, examining their perceptions of such professional learning opportunities as well as the culturally relevant pedagogical practices they identify as implementing during instruction. Additionally, this research will include observation of interactions and analysis of classroom discourse in each teacher’s setting. This study will contribute to the current bodies of literature related to institutional racism in public schools, culturally relevant pedagogy, and classroom discourse analysis. It will further propose actions for bridging future professional learning opportunities into classroom practice as a means to close the academic achievement gap between different racial groups.

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Egendoerfer, Lisa. "CHALLENGING A TRADITIONAL SOCIAL NORM IN A SECOND GRADE MATHEMATICS CLASSROOM." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2688.

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In an attempt to examine classroom dialogue within a second grade classroom, I encouraged students to participate in mathematics discussions without needing to raise their hands before speaking. I challenged this traditional social norm and established sociomathematical norms as the study progressed. My study showed the effects of this change on the dialogue of students in my classroom. Focus was placed on the participation in classroom discussions when traditional social and sociomathematical norms were in place as well as when new norms were established. The study helped determine the effects of student-centered dialogue on conceptual understanding as demonstrated in the students' discussions, participation, and written expression.
M.Ed.;
Department of Teaching and Learning Principles
Education
K-8 Mathematics and Science Education

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Kundu, Rina. "The Discursive Formation of An Art History Survey Classroom." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211958271.

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Orr, Katherine. "Roller Derby Performativity: Utilizing Alt Narratives in the Composition Classroom." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/750.

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Identity is not fixed but rather performed through interactions. The eminent philosopher and gender theorist, Judith Butler famously investigates performativity in her research on gender. Butler asserts that “gender is not a performance that a prior subject elects to do, but gender is performative in the sense that it constitutes as an effect the very subject it appears to express” (314, emphasis original). She believes that gender identity is performative because it constitutes itself though actions, gestures, and speech. This project seeks to investigate the performative nature of roller derby personas, highlighting the identities of the characters in the movie Whip It and the comic series “Slam!” to help students learn to perform an academic identity in writing. Reading roller derby texts through the lens of performativity can be a useful pedagogical tool because it helps students see that a writer’s identity can be carefully crafted into an academic persona. In this project, I examine these texts to discover how roller derby personas are constructed and performed. The texts introduce freshmeat skaters to roller derby and explore how their new derby persona is negotiated and informed by the derby community. By creating a new persona, the characters are able to constitute it through their performance. Students in First Year Composition are undergoing a similar process to the freshmeat skaters: they are learning to craft an academic identity when they enter the university. Ultimately, a performative academic identity can lead to greater agency both in and out of the classroom because it helps students take a stance and control their performance as writers.

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Dissertations / Theses on the topic 'Classroom discourse'

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