Дисертації з теми "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.
Повний текст джерелаKim, 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.
Повний текст джерелаPetkova, 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.
Повний текст джерелаWalsh, 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.
Повний текст джерелаHouen, 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.
Повний текст джерелаGregory, Jordan Alexis. "How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?" TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3139.
Повний текст джерелаFisher, 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.
Повний текст джерелаHennessy, 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.
Повний текст джерелаThis 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
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.
Повний текст джерелаPh. D.
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.
Повний текст джерелаSarah, N., and Alissa A. Lange. "The Influence of Children's Gender on Preschool Teachers' Math Talk in the Classroom." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4185.
Повний текст джерелаSimas, Luis Filipe. "Talk and learning ESL-examing the effectiveness of teacher talk in terms of fostering the learning of esl students in a Portuguese classroom." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526898.
Повний текст джерелаYousif, Amna A. "Teacher talk in a formal setting : linguistic modifications in non-native speakers language in the university classroom." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333451.
Повний текст джерелаDeMarco, Berman Stephanie Rose. "Incremental socioeconomic inequalities : differences in language and lessons in five Massachusetts high schools." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31441.
Повний текст джерелаSunderland, Jane. "Gendered discourse in the foreign language classroom : teacher-student and student-teacher talk, and the social construction of children's femininities and masculinities." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360422.
Повний текст джерелаLarson, Elizabeth Wellman. "An observation and analysis of teacher foreigner talk in an English as a second language classroom at the secondary level : an ethnographic perspective /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250014790.
Повний текст джерелаHawkes, Rachel. "Learning to talk and talking to learn : how spontaneous teacher-learner interaction in the secondary foreign languages classroom provides greater opportunities for L2 learning." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610676.
Повний текст джерелаClancy, Shannon M. "The Mediating Effects of Science Classroom Talk on the Understanding of Earth-Sun-Moon Concepts with Middle School Students Who are Deaf or Hard of Hearing." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483721076314004.
Повний текст джерелаBassi, Madu Musa. "Multilingual teacher-talk in Secondary school classrooms in Yola, North-East Nigeria: Exploring the interface of language and knowledge using legitimation code theory and terminology theory." University of the Western Cape, 2021. http://hdl.handle.net/11394/8498.
Повний текст джерелаIt has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presentational knowledge, and language „b‟ is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswitching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed. Thirdly, where the effects of multilingual teacher talk on students‟ understanding or knowledge are at all captured in studies, such effects have either been based on researcher intuition or have not been the object of sustained empirical demonstration. Fourthly, many studies have assumed merely that it is the configuration of languages that produces claimed effects of multilingual teacher talk, and attention has hardly been paid to repetition of content or to knowledge structure. Fifthly, it is not often the case that studies or findings are presented in a nuanced form that takes into account the possible effect of different subject types, school types or levels of study. Sixthly, and overall, many studies making claims on the effect of teacher‟s code-switching or trans-languaging on students‟ knowledge do not theoretically engage with knowledge, beyond the distinction between presentational and explanatory forms of knowledge, thus illustrating what Maton (2013) regards as “knowledge-blindness” (that is, the paradox of limited engagement with knowledge structures in pedagogical research making knowledge claims). As a result, little is known about how specific units of knowledge are encoded according to categories in a theory of knowledge, how knowledge encodings interface with languages, and how composite knowledge structures-language profiles can be visualised. This study draws on Legitimation Code Theory Semantic and Terminology Theory in order to investigate the interface of language and knowledge in multilingual teacher-talk in science and business studies classrooms in Yola, North-Eastern Nigeria. This focus should make it possible to answer questions such as the following which, though important, have not often been posed on account of the limited engagement in the research on classroom multilingualism with theories of knowledge: a) to what extent is it appropriate to claim that there is a functional allocation of language in multilingual teacher-talk (in which language „a‟ is used for so-called presentational knowledge, and language „b‟ for explanatory knowledge)?; b) what kinds of encodings of knowledge occur in a set of science and business studies lessons?; c) given documented visual patterns of knowledge dynamics emerging from recent research in the sociology of knowledge (e.g. semantic waves, semantic flatlines both high and low, downward shift and upward shift), (Maton: 2013, 2014a, 2014b), what knowledge profiles are observable and how does language use in multilingual teacher-talk map onto these patterns?; d) how are any observed differences in the composite knowledge-language profiles to be explained?; and e) what effects do various language-knowledge profiles have on students‟ understanding of the lesson and on their demonstration of their knowledge? Data for the study was derived from transcripts of audio-recorded multilingual teacher-talk in two subjects (integrated science and business studies) as taught in grades seven and nine in four secondary schools (two private and two public schools) in Yola, North-East Nigeria. Findings show, among others, that it is not always the case that the official classroom language (English) is used for introductory discourses, and the non-official classroom languages are used for explanatory discourses. Findings further reveal that it is not primarily the functional allocation of languages that explains perceptions or empirical claims of enhanced student understanding. We also observed that the number of content iterations, combined with knowledge structures, is an important factor that enhances or explains the performance of students. While this research has paid a lot of attention to teacher talk in the classrooms in two sites in Yola, North-East, Nigeria, where the use of Hausa and Fulfulde languages by the students is mainly in the spoken form, it would be interesting for future research to replicate this type of study in an environment where the non-official language of the classroom is perhaps used more frequently in reading and writing.
Lee, Joseph J. "A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/15.
Повний текст джерелаKiemer, Katharina [Verfasser], Christina [Akademischer Betreuer] [Gutachter] Seidel, and Ingo [Gutachter] Kollar. "Fostering Motivational Learning Outcomes in Students during Productive Classroom Talk : Investigating the Effectiveness of a Video-based Teacher Professional Development Programme in Mathematics and Science Classrooms. / Katharina Kiemer ; Gutachter: Christina Seidel, Ingo Kollar ; Betreuer: Christina Seidel." München : Universitätsbibliothek der TU München, 2017. http://d-nb.info/1126644188/34.
Повний текст джерелаTorres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.
Повний текст джерелаGunn, Kelly. "White Teachers/Black Classrooms: A Tale of Two Teachers." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275922987.
Повний текст джерелаCamilleri, Antoinette. "Bilingual teacher talk in Maltese secondary classrooms." Thesis, University of Edinburgh, 1994. http://hdl.handle.net/1842/20363.
Повний текст джерелаHarris, Simon. "Trainer talk : structures of interaction in teacher training classrooms." Thesis, Aston University, 2012. http://publications.aston.ac.uk/17471/.
Повний текст джерелаCoultas, Valerie. "Teachers' narratives of classroom talk : what are the challenges?" Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021757/.
Повний текст джерелаBrider, John Edward. "The classroom talk of nine-year-olds : a study of interactions amongst teachers and peer groups." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020205/.
Повний текст джерелаChristodoulou, Andri. "The science classroom as a site of epistemic talk : two case studies of teachers and their students." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/the-science-classroom-as-a-site-of-epistemic-talk(1b54df8d-c70d-475b-90e0-91d20396870b).html.
Повний текст джерелаThörne, Karin. "Teaching genetics - a linguistic challenge : A classroom study of secondary teachers' talk about genes, traits and proteins." Licentiate thesis, Karlstads universitet, Avdelningen för biologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15311.
Повний текст джерелаThis thesis is written within the framework of the Hasselblad Foundation Graduate School, a four-year programme financed by the Hasselblad Foundation.
Smith-Price, Julie. "Why Do They Talk That Way?: Teachers' Perceptions of the Language Young Students Bring into the Classroom." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/916.
Повний текст джерелаRobertson, Sally-Ann. "The place of language in supporting children’s mathematical development: two Grade 4 teachers’ use of classroom talk." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62072.
Повний текст джерелаVelez, Jonathan J. "Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211151901.
Повний текст джерелаHind, Andrew. "Talking the talk : a longitudinal case study of the development of early career science teachers' knowledge of the nature and purposes of classroom talk." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/16224/.
Повний текст джерелаJoubert, Marie V. "Classroom mathematical learning with computers : the mediational effects of the computer, the teacher and the task." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/ba00d25e-3dcb-4f08-a32f-833bb4e0fd5b.
Повний текст джерелаMa, Siu-wai Kitty. "Increasing on-task behaviour in preschool children in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1881136X.
Повний текст джерелаLiedmann, Céline. "How to teach modeling in mathematics classrooms? The implementation of modeling tasks. Comparing learning arrangements and teacher methods with respect to student’s activities." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80522.
Повний текст джерелаGiguere, Beth. "Incorporating Auditory and Visual Feedback and Student Choice into an Interdependent Group Contingency to Improve On-Task Behavior." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7154.
Повний текст джерелаChan, Sui-ping. "Qualitative differences in teachers' enactment of task-based language teaching in the English as second language (ESL) primary classroom /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35881793.
Повний текст джерелаChen, Szu-Yu. "The Impact of Kinder Training on Early Elementary School Children’s On-task Behavior: a Single Case Design." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804936/.
Повний текст джерелаChan, Sui-ping, and 陳瑞冰. "Qualitative differences in teachers' enactment of task-based language teaching in the English as second language (ESL) primary classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45015363.
Повний текст джерелаHammitt, Chad S. "Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers." Thesis, University of Southern California, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680853.
Повний текст джерелаInformal classroom walk-throughs conducted by school principals with feedback provided to teachers has been demonstrated to improve learning achievement in kindergarten through twelfth grade (K-12) education. Principals are often trained by experts to conduct these walk-throughs. Unfortunately, research shows that experts may omit up to 70% of the critical information needed by trainees to replicate their expertise. The purpose of this study was to capture the knowledge and skills expert K-12 principals use when they conduct informal classroom walk-throughs and provide feedback to teachers. Cognitive Task Analysis (CTA) semi-structured interviews were conducted with three principals who were qualified as experts using both qualitative and quantitative measures. Action and decision steps, as well as standards, equipment, and conceptual knowledge from individual subject matter experts (SMEs) were captured and aggregated into a gold standard protocol which was reviewed by a fourth expert. The study also sought to identify and quantify the number and percentage of expert knowledge and skills omissions when the principals described how they conducted classroom walk-throughs and provided feedback to teachers. Findings indicate that expert principals omitted an average of 54.76% of the action and decision steps when compared to the gold standard protocol. This study extends the potential negative effects of relying on experts for instruction and curriculum development. The expert knowledge and skills captured by CTA methods may be used to train pre-service and in-service principals in performing the complex instructional leadership task of informal walk-throughs and providing feedback to teachers, which may ultimately improve teachers' classroom instruction and student achievement.
Baker, Jane Ellen. "Teacher talk, teaching philosophy, and effective literacy instruction in primary-grade classrooms : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=85&did=1400963541&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255441787&clientId=28564.
Повний текст джерелаMohammed, Feruz. "Effects of a tailored incredible years teacher classroom management programme on ADHD symptoms and literacy performance of school children with ADHD in Addis Ababa." Thesis, University of Canterbury. School of Health Sciences, 2014. http://hdl.handle.net/10092/9829.
Повний текст джерелаNguyen, Dung Thi Thuy. "Vietnamese Teachers’ Perspectives Regarding Task-based Approach to Vocabulary Instruction in Secondary School English as a Foreign Language Classrooms." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3664.
Повний текст джерелаMa, Siu-wai Kitty, and 馬小慧. "Increasing on-task behaviour in preschool children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959702.
Повний текст джерелаHunter, William C. "Examining the Effects of NHT on Quiz Results and On-Task Behavior with Students Identified with Emotional Behavioral Disabilities." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895976.
Повний текст джерелаSweeney, Denise Mary. "How university teachers and students use educational technology in university classroom contexts to optimise learning : a study of purposes, principles, processes and perspectives." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40871.
Повний текст джерелаLeung, King Man. "A case study of teachers' perceptions of the implementation of a task-based approach in the teaching and learning of mathematics in th HK primary classroom." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493019.
Повний текст джерелаShapange, Ismael. "An investigation into the types of classroom tasks senior secondary school (grade 11 and 12) mathematics teachers give to their learners : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017356.
Повний текст джерелаAhmed, Areej A. "The Effectiveness of Using Computer-Assisted Instruction for Reading Intervention on Reading Comprehension and On-task Behavior of Students with Attention Deficit Hyperactivity Disorders in a Second Language Classroom." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427805350.
Повний текст джерела