Literaturnachweis - Detailanzeige
| Autor/inn/en | Wei, Liwei; Murphy, P. Karen; Firetto, Carla M. |
|---|---|
| Titel | How Can Teachers Facilitate Productive Small-Group Talk?: An Integrated Taxonomy of Teacher Discourse Moves |
| Quelle | (2018), (49 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teacher Role; Facilitators (Individuals); Group Discussion; Taxonomy; Discourse Analysis; Small Group Instruction; Language Arts; Comprehension; Task Analysis; Coding; Scoring Rubrics; Classroom Communication |
| Abstract | Small-group discussions in which teachers and students interact with text are common in language arts classrooms. As documented in the extant literature, teacher discourse moves affect how the discussion unfolds and the resulting quality of the talk. What is not present in the literature is a unified lexicon or taxonomy for defining and classifying the various kinds of discourse moves teachers routinely enact during small-group discussions to promote comprehension. As such, the purpose of the present review is to (a) synthesize research on teacher discourse moves across the various discussion approaches that aim to promote high-level comprehension; and (b) forward an integrated taxonomy of teacher discourse moves. The taxonomy was developed and iteratively refined through card sorting activities and used as a coding rubric for classroom discussions. This integrated taxonomy is a noteworthy advancement for practitioners to facilitate their classroom discussions and for researchers studying the effects of small-group discussions. [This paper was published in "The Elementary School Journal" v118 n4 p578-609 Jun 2018 (EJ1180334).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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