Relevant bibliographies by topics / Classroom teacher talk

Academic literature on the topic 'Classroom teacher talk'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Classroom teacher talk"

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (July 5, 2019): 184–98. http://dx.doi.org/10.31943/wej.v2i2.35.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.
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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (September 1, 2018): 184–98. http://dx.doi.org/10.31943/wej.v2i2.361.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.
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Ghajarieh, Amir, Nastaran Jalali, and Mohammad Amin Mozaheb. "An investigation into the classroom talk of Iranian EFL novice vs. experienced teachers." Register Journal 12, no. 2 (November 27, 2019): 100–125. http://dx.doi.org/10.18326/rgt.v12i2.100-125.

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This study investigates the classroom talk of Iranian EFL novice versus experienced teachers with emphasis on the quality of communicative features through a linguistic lens provided by the SETT (Self-Evaluation of Teacher Talk) framework and TTFS (Teacher Talk Functional Scale) checklist. In so doing, 10 intermediate-level classrooms running by five novice and five experienced teachers were observed, each case twice. Eight distinctive communicative features of TT emerged upon the initial analysis of database obtained from the audio-recordings of 20 class sessions, totaling 30 hours of naturally generated input. Subsequently, the audio-recorded materials were carefully transcribed and analyzed in correspondence with the observation data in an attempt to compare how novice and experienced teachers present their talk. The results indicated both novice and experienced teachers enact communicative aspects of classroom talk; however, the quality of presentation in the case of the experienced group was far better. This in turn highlights the importance of raising awareness regarding TT features in teacher training courses. New communicative aspects of teacher talk highlighted in this study, including the use of L1 and language gradation, would help define new research paths exploring the classroom discourse. Further research inspired by this study needs to explore other aspects of teacher-student interactions in various educational settings. Keywords: classroom talk, teacher talk, discourse, novice teachers, teacher education
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May, Laura A., Diane Truscott, and R. D. Fremeau. "Implicit Theories of Learning as Reflected in One Upper Elementary Teacher's Talk." Australian Journal of Teacher Education 45, no. 11 (November 2020): 56–72. http://dx.doi.org/10.14221/ajte.202v45n11.4.

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Strong empirical evidence exists indicating language can influence students’ beliefs about ability. Professional literature for teachers offers practical advice on how to adjust their classroom-based talk to support student achievement by orienting students toward an incremental theory of ability. Yet, little empirical work has been done to investigate how teacher talk plays out moment-to-moment within the classroom context. This study reports on a qualitative analysis of one upper elementary teacher's talk with regard to implicit theories of learning. Findings suggest teacher talk is dynamic and overlapping, operating along a continuum from entity-oriented talk to incremental-oriented talk across varied classroom situations. Additionally, a relationship was identified between teacher autonomy and the implicit theories of learning used in the teacher’s talk. Examples of varied teacher talk during classroom activities are presented, and scholarly and practical implications for language use, learning, and instruction are included.
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Solita, Reka, Alamsyah Harahap, and Azhar Aziz Lubis. "Teacher Talk in English Foreign Language Classroom." Journal of English Education and Teaching 5, no. 2 (June 4, 2021): 302–16. http://dx.doi.org/10.33369/jeet.5.2.302-316.

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This research investigates teacher talk in SMAN 5 Kota Bengkulu, based on FLINT theory by Moskowitz (1971). This research analyzed teacher talk categories spoken and the high frequency teacher talk used by the teacher to see what the category was often used in classroom. The design of this research was descriptive mixed-method that involved two teachers who taught at the tenth-grade of SMAN 5 Kota Bengkulu academic years 2019-20. The data of this study were taken by video recording the teacher-students interaction in the classroom that contained eleven categories of teacher talk. The data of this research were analyzed qualitatively and quantitatively. The result of this study that all of teacher’s talk categories often used by the teacher who taught at tenth-grade of SMAN 5 Kota Bengkulu during classroom interaction. The high frequency of teacher talk categories was asking question around 55.6%, while the least of teacher talk categories were correcting without rejection and criticizes student behavior. It means that the teachers tended to use indirect influence rather than direct influence.
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Soysal, Yilmaz, and Somayyeh Soysal. "Exploring Science Teacher Questions’ Influence on the Students’ Talk Productivity: A Classroom Discourse Analysis Approach." SAGE Open 12, no. 2 (April 2022): 215824402211024. http://dx.doi.org/10.1177/21582440221102433.

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It is still less known how teachers organize classroom dialog to foster intellectual contributions to classroom talks. The current study developed a coding scheme to clarify science teacher questions and identify how different questions affect students’ talk productivity. The participants were 28 fifth-grade students and a science teacher who conducted argument-based implementations. The verbatim transcriptions were analyzed through a systematic observation approach. The teacher elaborated on the students’ background reasoning in a metacognitive learning setting. In addition, the teacher assigned the students as co-evaluators of the credibility of the presented ideas. The teacher invited the students to re-consider their ideas’ explanatory power by displaying discrepant questions. Moreover, the students had to propose justified claims once they were requested to support their propositions with ample and proper data. The teacher used his questions to guide the students to handle basic process skills and make inferences regarding natural phenomena under consideration. The legitimating, discrepant, and justified talk questions fostered the students’ talk productivity than the eliciting, metatalk, process skills, and inference questions. Recommendations are offered around the teacher noticing term regarding the relationship between questions asked in science classrooms and students’ talk productivity.
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Zhan, Zehui, Qianyi Wu, Zhihua Lin, and Jiayi Cai. "Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis." Australasian Journal of Educational Technology 37, no. 2 (May 10, 2021): 96–109. http://dx.doi.org/10.14742/ajet.6523.

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This study investigated the effect of classroom settings on teacher-student interaction in higher education by comparing the behavioural sequences in smart classrooms (SCs) and traditional multimedia classrooms (TMCs). Twenty in-classroom teaching sessions were randomly selected from six universities in South China, involving 1,043 students and 23 teachers. Half of the sessions were taken in SCs as the experimental group, and half were in TMCs as the control group. A teacher-student interaction behaviour coding schema was developed, and a total of 17,805 observable behaviours were collected and coded sequentially via a review of classroom videos. Then, the behavior pattern diagram was set up to visualise a lag sequential analysis results by four themes, namely teacher-talk, teacher-action, student-talk and student-action. Results show that compared to TMCs, the SCs triggered significantly more self-initiated student actions and student-driven teacher talk, while teacher-initiated talk decreased significantly, indicating that students’ autonomy was strengthened in the SC. Furthermore, teachers’ workload was somewhat reduced, and they obtained more support with trying new pedagogies with mobile terminals in the data-rich environment. These findings provide evidence to validate the effect of SCs on increasing teacher-student interaction and strengthening the students’ dominant position.
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Ana, Rina Yuli, Ratna Dewi, and Bahrun Amin. "TYPES OF TEACHER TALK TO SUPPORT STUDENTS’ ACTIVENESS IN ONLINE CLASSROOM." Elite English and Literature Journal 8, no. 1 (June 1, 2021): 76. http://dx.doi.org/10.24252/10.24252/elite.v8i1a7.

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This study concerned with teacher talk in online classroom. The interaction between teacher and students are analyzed into types of teacher talk. The aim of this study is to find it types of teacher talk to support students’ activeness in online classroom. Descriptive qualitative design was used as research methodology. The researcher was as nonparticipant observer in online class. There were two teachers involved as research participants. The participants conducted online class by using Zoom Application. Video recording from Zoom was analyzed by applying three steps, which consisted of reading or memoing data, describing data, and classifying data. In analyzing the data, the researcher referred to types of teacher talk by Brown who classified teacher talk into seven types. The research findings found there were five types of teacher talk in online classroom. Those are praising and encouraging, accepting ideas of students, asking questions, lecturing, and giving direction. These types found are used to support the students’ activeness in online classroom. Therefore, active and passive students are related to teacher talk. This study is implied to be used as reference to be applied by the teachers to keep the students active in online classroom.
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Sirajuddin, Suharti. "THE PHONOLOGICAL PERSPECTIVE OF TEACHER INSTRUC TIONAL TALK IN ENGLISH CLASSROOM INTERACTION." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (April 30, 2015): 80. http://dx.doi.org/10.26858/eltww.v2i1.1255.

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The research aimed at finding and analyzing (i) the instructional talk that teachers use in the classroom interaction, (ii) teachers’ modification of their instructional talk in phonological perspective (iii) students’ perception of instructional talk used by the teachers in classroom interaction. This research applied descriptive method with the total number of participants of 2 English teachers and 6 students divided based on their grade. The instrument used for this study was classroom observation, video recording and interview. The finding indicated that (i) the first participant used 15 instructional talks and the second participant used 14 instructional talks (ii) teachers modify their talk by substitution, deletion, and addition. First participant used substitution 151 times (81%), deletion 22 times (12%), and addition 13 (7%). The second participant used substitution 30 times (83%), deletion 12 times (13%) and additional 4 (4%). (iii) Students have lower perception of teacher instructional talk which indicates students get 11 (11%) for each VII grade students and the VIII grade students get variety level percentage; 12 (21%), 15(26%) and 11 (19%) for each students. It also finds three factors that influence students’ perception; teachers’ factors, limited time and environment. Key words: Phonological perspective, instructional talk, classroom interaction
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Hiltunen, Matti, Sirpa Kärkkäinen, Tuula Keinonen, Markus Hähkiöniemi, Sami Lehesvuori, and Pirjo Tikkanen. "PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS." Problems of Education in the 21st Century 69, no. 1 (February 20, 2016): 37–56. http://dx.doi.org/10.33225/pec/16.69.37.

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In schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching. Key words: authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education.
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Dissertations / Theses on the topic "Classroom teacher talk"

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Carroll, John. "Taking the initiative : the role of drama in pupil/teacher talk." Thesis, University of Newcastle upon Tyne, 1986. http://hdl.handle.net/10443/3592.

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The study takes as its focus the techniques of Drama-in-Education as developed by Dorothy Heathcote and analyses the classroom discourse produced by teacher's and pupils when they are engaged in unscripted 'In-role' drama. The study asserts that the specific spoken genre produced by the framed discourse of Drama alters the semiotic context of the classroom in such a way that the language interactions of both pupils and teachers differ from the commonly accepted "recitation" pattern of much classroom discourse. The drama discourse was examined from the following perspectives; 1. The data was classified in terms of M.A.K. Halliday's Systemic Linguistics in order to establish the basis of a specific spoken genre for 'In-role' drama. 2. The data was then statistically compared, with the aid of a specifically developed computer based classification system, to a large sample of non-drama classroom discourse (The Primary Language Survey 1980-81). The research findings showed that 'In-role' drama is some 20% more about societal concerns and correspond1ngly less about material facts than is traditional classroom discourse. The study also showed that the use of drama techniques enabled teachers to shift the focus of communicat1on from centrally controlled participant structures to a more flexible context, which in turn allowed a greater range of classroom verbal initiatives on the part of the pupils. A central issue that emerged from the data was the degree to which cognitive and affective responses are inseparable In the Intellectual development of primary school pupils. The language of the drama genre was seen to comb1ne these elements 1n a way that 1s absent in most classrooms. It 1s claimed that expressive language, espec1ally In the explorations of interpersonal power and authority which were a characteristic of the more open discourse of the drama frame, enabled pupils to move into higher order areas of abstraction and language competency. It is recommended that the Inclusion of Drama-in-Educat1on strategies within the pr1mary syllabus would go some way to redressing the 1mbalance in what 1s seen as an overly pos1t1v1st1c curr1culum. It 1s further argued that "In-role' drama prov1des a powerful alternative teaching/learning strategy to the "recitation" methodology still prevalent in many pr1mary schools.
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Kim, Sungho. "An analysis of teacher question types in inquiry-based classroom and traditional classroom settings." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1979.

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This study examined the differences and patterns for three categories between an argument-based inquiry group and a traditional group over the period of the SWH (Science Writing Heuristic) project: (1) teacher talk time, (2) structure of questions (question types), and (3) student responses. The participating teachers were chosen randomly by a convenient sampling method because the data were collected previously from the SWH project. Each group had thirty teachers. A total of sixty teachers participated in the study. Student responses were part of the study to evaluate the effect of open-ended question types but students were not direct participants in the study. Each teacher was asked to send a recorded video clip of their class at the end of each semester (spring and fall) over two years. Each teacher sent four video clips for the project. A total of two hundred forty video clips was analyzed to gather the information regarding the three categories. The first category was teacher talk time. It was measured in seconds only when teachers interacted with students with the topic. The second category was the structure of questions (question types). It consisted of two question types (open-ended and close-ended). Under the open-ended question category, there were three sub-question types: (1) asking for explanation (AE), (2) asking for self-evaluation of reasoning (AF), and (3) asking for self-evaluation of others' reasoning (AFO). Under the close-ended question category, there were two sub-question types: (1) asking for factual information (AI) and (2) asking for confirmation (AC). Each sub- question type was counted numerically. The last category was student responses. Student responses consisted of higher-order thinking and lower-order thinking. Under the higher-order thinking category, there were three sub-types: (1) explanation responses (E), (2) self-evaluation of reasoning responses (SE), and (3) self-evaluation of others' reasoning responses (SEO). Under the lower-order thinking category, there was one sub-type: simple responses (S). Each sub type was counted numerically. Based on the descriptive results (the length of teacher talk time in seconds, the number of question types, and the number of student responses), repeated measures ANOVA was conducted to find any differences and patterns for teacher talk time, structure of questions and student responses between the treatment and control groups over the period of the project and across time (four different time points). The results showed that there were clear differences for teacher talk time, the structure of questions, and student responses between the treatment and control groups over the period of the project and across time. The treatment group teachers talked less and used more open-ended questions than the control group teachers. The treatment group students displayed more higher-order thinking responses than the control group students.
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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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Walsh, S. "Characterising teacher talk in the second language classroom : a process model of reflective practice." Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368528.

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Houen, Sandra Leanne. "Talk and web searching in an early years classroom." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54617/1/Sandra_Houen__Thesis.pdf.

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Recent Australian early childhood policy and curriculum guidelines promoting the use of technologies invite investigations of young children’s practices in classrooms. This study examined the practices of one preparatory year classroom, to show teacher and child interactions as they engaged in Web searching. The study investigated the in situ practices of the teacher and children to show how they accomplished the Web search. The data corpus consists of eight hours of videorecorded interactions over three days where children and teachers engaged in Web searching. One episode was selected that showed a teacher and two children undertaking a Web search. The episode is shown to consist of four phases: deciding on a new search subject, inputting the search query, considering the result options, and exploring the selected result. The sociological perspectives of ethnomethodology and conversation analysis were employed as the conceptual and methodological frameworks of the study, to analyse the video-recorded teacher and child interactions as they co-constructed a Web search. Ethnomethodology is concerned with how people make ‘sense’ in everyday interactions, and conversation analysis focuses on the sequential features of interaction to show how the interaction unfolds moment by moment. This extended single case analysis showed how the Web search was accomplished over multiple turns, and how the children and teacher collaboratively engaged in talk. There are four main findings. The first was that Web searching featured sustained teacher-child interaction, requiring a particular sort of classroom organisation to enable the teacher to work in this sustained way. The second finding was that the teacher’s actions recognised the children’s interactional competence in situ, orchestrating an interactional climate where everyone was heard. The third finding was that the teacher drew upon a range of interactional resources designed to progress the activity at hand, that of accomplishing the Web search. The teacher drew upon the interactional resources of interrogatives, discourse markers, and multi-unit turns during the Web search, and these assisted the teacher and children to co-construct their discussion, decide upon and co-ordinate their future actions, and accomplish the Web search in a timely way. The fourth finding explicates how particular social and pedagogic orders are accomplished through talk, where children collaborated with each other and with the teacher to complete the Web search. The study makes three key recommendations for the field of early childhood education. The study’s first recommendation is that fine-grained transcription and analysis of interaction aids in understanding interactional practices of Web searching. This study offers material for use in professional development, such as using transcribed and videorecorded interactions to highlight how teachers strategically engage with children, that is, how talk works in classroom settings. Another strategy is to focus on the social interactions of members engaging in Web searches, which is likely to be of interest to teachers as they work to engage with children in an increasingly online environment. The second recommendation involves classroom organisation; how teachers consider and plan for extended periods of time for Web searching, and how teachers accommodate children’s prior knowledge of Web searching in their classrooms. The third recommendation is in relation to future empirical research, with suggested possible topics focusing on the social interactions of children as they engage with peers as they Web search, as well as investigations of techno-literacy skills as children use the Internet in the early years.
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Gregory, Jordan Alexis. "How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?" TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3139.

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Fisher, Anne. "What influences student teachers' ability to promote dialogic talk in the primary classroom?" Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3216.

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This thesis examines what it is that enables postgraduate student teachers to promote the recently introduced curriculum innovation, dialogic talk, in primary classrooms. Drawing on literature relating to the way talk has been enacted in English classrooms for the last thirty five years, it suggests that patterns of verbal interaction have continued to prove resistant to change, despite policy imperatives and university courses. Adopting a collaborative action research approach, data were collected in three cycles over three years to investigate the perceptions of three successive cohorts of postgraduate students of the role of talk in learning, and the place of the teacher in developing it. Using a sociocultural lens, students’ conceptual and pedagogic understanding of dialogic talk, and their ability to promote it, is examined in depth through nine case studies, as are the factors which the participants themselves identify as enabling or inhibiting engagement with innovation. It is suggested that the lack of a commonly agreed definition, and of readily available theoretical guidance, has reduced dialogic talk to just another label. As such, it can play no significant part in developing practice beyond rapid question-and-answer routines of ‘interactive teaching’ and the potentially reductive IRF (Initiation, Response, Feedback) script recorded by researchers (Mroz et al, 2000; Myhill, 2006) before, and after the inception of the National Literacy Strategy (1998a). Turning to the role of the university, it questions the place of the ‘demonstration lesson’ and whole cohort lectures, urging that significant changes need to be made to the role of the teaching practice tutor, and the nature of ‘partnership’ between schools and university departments. Finally, it speculates that without a significant change in the way university departments examine, and address, the values, attitudes and memories of talk that student teachers bring with them from their own primary classrooms, there will continue to be replication of practice.
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Hennessy, Robin Marie. "Real Talk: A Teacher Researches Language, Literacy and Diversity in an Urban High School Classroom." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2166.

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Thesis advisor: Curt Dudley-Marling
This project was my attempt to rewrite the discourse of schooling within the context of my own classroom to transform it into a dialogic, multilingual, multi-literacy and critical literacy site that offered students opportunities for rigorous and relevant intellectual work. The purpose of this study was to deepen my understanding of the teaching and learning of language and literacies in diverse urban schools so that I might enhance my practice and contribute to the knowledge-base in the field. To that end, I asked: what happens when I broaden what counts as academic discourse and academic texts? Engaging in practitioner inquiry, I studied the discursive space of my ninth grade literacy class in the urban public school where I teach. Throughout the 2008-09 academic year, I collected data in the form of audio-recordings of class discussions and student interviews, student work and a teacher journal. Using critical discourse analysis, I analyzed the discursive space and situated those findings across local, institutional and societal domains. My analysis of the data suggests that urban schools need not rely on scripted and low-expectations curricula that limit ways with words in academic contexts. Instead, I argue that a student-centered and dialogic pedagogy, which centers students not only in classroom discourse, but also in the curriculum by including texts and instructional practices relevant to their lives beyond the school walls, creates a context for student engagement in rigorous intellectual work. To that end, teachers need not devalue particular literacies or ways with words as inappropriate for classroom discourse, but should instead draw on students' funds of knowledge as legitimate resources for learning
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Curriculum and Instruction
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Scott, Brigitte Condon. "Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19311.

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This dissertation is an examination of the ways English teachers may be complicit in reproducing an abstinence-based sex education discourse in their own classroom practices and discussions of literature. Working from disciplinary research in sex education, sociology, English education, anthropology, and public health, I explore English teachers\' experiences in negotiating the effects of, reactions to, and expectations for discussing sexuality, intimacy, and gender in a school community. Using feminist positioning theory and Bakhtin\'s concepts of dialogism and ventriloquism, I explore how teachers approach, grapple with, contribute to, and leverage dominant institutional discourses in their practices, thereby mediating knowledge, possibilities for conversations, and institutional norms. An amalgam of teaching philosophies, methodologies, and political ideologies underscores teachers\' voicing patterns and discursive positions, helping to further inform an understanding of how contentious social issues are negotiated in the classroom. The agentic discursive positions teachers take up provide insights into teachers as mediating agents within institutional discourses, but not necessarily as change agents of institutional norms.
Ph. D.
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Thoms, Joshua J. "Teacher-initiated talk and student oral discourse in a second language literature classroom : a sociocultural analysis." Diss., University of Iowa, 2008. https://ir.uiowa.edu/etd/4555.

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Books on the topic "Classroom teacher talk"

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1938-, Booth David W., and Thornley-Hall Carol, eds. Classroom talk. Portsmouth, NH: Heinemann, 1991.

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Teacher talk: Multicultural lesson plans for the elementary classroom. Boston: Allyn and Bacon, 1998.

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Bigler, Ellen. On exclusion and inclusion in classroom texts and talk. Albany, N.Y: National Research Center on English Learning & Achievement, University at Albany, State University of New York ; [Washington, DC], 1996.

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Creative dialogue: Talk for thinking in the classroom. New York: Routledge, 2009.

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Lipservice: The story of talk in schools : reflections on the development of talk and talk opportunities in schools 5-16. Milton Keynes: Open University Press, 1988.

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Creese, Angela. Subject teachers' and EAL teachers' discursive classroom practices: Teachers' relationships and talk. Leicester: NALDIC, 2001.

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D, Payne Beverly, ed. Self-talk for teachers and students: Metacognitive strategies for personal and classroom use. Boston: Allyn and Bacon, 1996.

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Gevirtzman, Bruce J. Straight talk to teachers: Twenty insane ideas for a better classroom. Lanham, Md: Rowman & Littlefield, 2009.

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Gevirtzman, Bruce J. Straight talk to teachers: Twenty insane ideas for a better classroom. Lanham, Md: Rowman & Littlefield, 2009.

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Gevirtzman, Bruce J. Straight talk to teachers: Twenty insane ideas for a better classroom. Lanham, Md: Rowman & Littlefield, 2009.

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Book chapters on the topic "Classroom teacher talk"

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Nicaise, Eric. "Teacher talk in context." In Native and Non-Native Teacher Talk in the EFL Classroom, 85–130. London ; New York : Routledge, 2020. |Series: Routledge applied corpus linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-5.

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Nicaise, Eric. "Teacher talk in context." In Native and Non-Native Teacher Talk in the EFL Classroom, 131–81. London ; New York : Routledge, 2020. |Series: Routledge applied corpus linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-6.

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Julé, Allyson. "Teacher Talk and Linguistic Space." In Gender, Participation and Silence in the Language Classroom, 83–118. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230596627_6.

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Friginal, Eric, Joseph J. Lee, Brittany Polat, and Audrey Roberson. "Learner (and Teacher) Talk in EAP Classroom Discourse." In Exploring Spoken English Learner Language Using Corpora, 67–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59900-7_3.

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Mills, Margaret H. "“Teacher talk” in the Russian and American classroom." In Slavic Gender Linguistics, 131. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/pbns.61.08mil.

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Nicaise, Eric. "Using corpus linguistics to explore teacher talk." In Native and Non-Native Teacher Talk in the EFL Classroom, 28–48. London ; New York : Routledge, 2020. |Series: Routledge applied corpus linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-3.

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Nicaise, Eric. "Setting the EFL classroom scene." In Native and Non-Native Teacher Talk in the EFL Classroom, 1–9. London ; New York : Routledge, 2020. |Series: Routledge applied corpus linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-1.

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Nicaise, Eric. "Setting the classroom discourse scene." In Native and Non-Native Teacher Talk in the EFL Classroom, 10–27. London ; New York : Routledge, 2020. |Series: Routledge applied corpus linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-2.

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Nicaise, Eric. "A new teacher education model." In Native and Non-Native Teacher Talk in the EFL Classroom, 182–91. London ; New York : Routledge, 2020. |Series: Routledge applied corpus linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-7.

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Haase, Kristen, and Carmen Shahadi Rowe. "Building a Schoolwide Culture of Substitutionary Language." In Bolstering Vocabulary with Teacher Talk in the Classroom, 156–70. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003295716-6.

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Conference papers on the topic "Classroom teacher talk"

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Shapir, Barbara, Teresa Lewin, and Samar Aldinah. "LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.

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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.
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S, Wahyuni, Nasmilah Nasmilah, Ayub Khan, and Sukmawaty Mumu. "Teacher Talk and Student Talk in English Classroom Interaction Analysis: A Literature Study." In Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2021, 14-15 August 2021, Semarang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.14-8-2021.2317642.

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Arif, Qana’ah Nuryan, M. Zaim, and Refnaldi Refnaldi. "Analyzing Teacher Talk in Classroom Interaction at Junior High School." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.52.

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Wirza, Yanty, and Ummu Imro’atus Sholihah. "Teacher Talk in Encouraging Students’ Participation in the EFL Classroom." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.098.

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Abijo, A. "Assessment of Dominative and Integrative Behaviour of Yoruba Language Teachers in Senior Secondary Schools in Oyo State Nigeria." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28n2p3.

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Teacher-student interaction has been a concept that has been researched on for some years now. However, there seem to be paucity of researches that look at the dominative and integrative behaviour of teachers in the classroom. This study therefore was a survey work carried out to assess the integrative and dominative behaviour of Yoruba language teachers in senior Secondary Schools in Oyo State. To attain the objectives of this study, thirty schools were randomly selected from a senatorial district in Oyo State. The Yoruba language teachers of these schools were observed while they taught in the classroom. Three research questions were raised and answered. Data gathered were analyzed using descriptive statistics (frequency, percentage, mean, standard deviation and independent samples t-test). Findings revealed that teachers were generally dominative in their teaching approach in the classroom as most classes were characterized by monologue. Lectures dominated majority of the classes observed. Also, there was no significant statistical difference in the pattern of teacherstudent interaction between private and public school Yoruba language teachers observed. School type did not significantly predict whether a Yoruba language teacher would be dominative or integrative in his or her method of teaching. However, private school Yoruba language teachers had a greater Integrative-Dominative ratio as they encouraged more student-talk in their classrooms. Based on the findings, it was recommended that Yoruba language teachers should try as much as possible to use other teachings methods aside monologue, they should encourage students to ask questions, they should exercise full control over their classrooms and reduce the amount of noise and confusion in their classes. Educational planners and administrators should avail Yoruba language teachers the opportunities of attending seminars, workshops and trainings to keep them abreast with effective methods of teaching. Also, the use of ICT in teaching Yoruba language should be encouraged and teachers who have degrees in the field should be employed and well remunerated. keywords: Assessment, Dominative and Integrative Behaviour, Yoruba Language, Teachers, Senior Secondary Schools
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Nurhidayah, Mila Ida, Nia Kurniawati, and Dahlya Indra Nurwanti. "A Portrait of Indonesian EFL Teacher Talk and Student Talk in International Teaching Practicum: Thailand Classroom Context." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.068.

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Izzati, Nadia, and Hamzah. "The Use of Teacher Talk Through Online Teaching and Learning Process in EFL Classroom During the COVID-19 Pandemic." In Ninth International Conference on Language and Arts (ICLA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210325.002.

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Morales López, Yuri, Marianela Alpízar Vargas, Ana Lucía Alfaro Arce, and Vicenç Font-Moll. "Noticing and analysis of pedagogical practices in mathematics." In I Congreso Internacional de Ciencias Exactas y Naturales. Universidad Nacional, 2019. http://dx.doi.org/10.15359/cicen.1.88.

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The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?
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Bola, Shakirat, and Nontuthuzelo Mhlanga. "RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT AND STUDENTS’ PERFORMANCE IN NIGERIAN PUBLIC SECONDARY SCHOOLS EXAMINATIONS." In The Global Conference on Research in Education and Learning. R&R Knowledge Solutions, 2022. http://dx.doi.org/10.56790/102.091022.

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The class or subject teachers used classroom management to describe the process of ensuring that classroom lessons run smoothly despite disruptive behaviour by students; it is also known as class control. This study examines the relationship between classroom management and students’ performance in public secondary schools’ examinations in Ado-Odo Ota Local Government Area, Ogun State, Nigeria. A field survey was carried out among the class teachers in some selected public secondary schools within Ogun State, Nigeria. A structured questionnaire was designed as an instrument for data collection from respondents. Eighty respondents were interviewed through the questionnaire. Pearson product-moment correlation statistics use in analysing the data. The result of the hypothesis test revealed that there is a significant relationship between classroom management and students’ performance in public secondary schools’ examinations. The study concluded that a variety of classroom management techniques will keep students organized, orderly, focused, attentive, on task, and educational productive during their examinations. The study further concluded that the government and stakeholders in the education sector should organize seminars or conferences that will train teachers on how to manage their classrooms perfectly without stress. Keywords: Classroom management, Performance, Teachers, Examinations, Students
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Reports on the topic "Classroom teacher talk"

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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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Semerikov, Serhiy O., Mykhailo M. Mintii, and Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.

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The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.
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Martyniuk, Oleksandr O., Oleksandr S. Martyniuk, and Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4446.

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The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
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