Teacher Talk in General and Special Education Elementary Classrooms

Autor/inn/en	Hollo, Alexandra; Wehby, Joseph H.
Titel	Teacher Talk in General and Special Education Elementary Classrooms
Quelle	In: Elementary School Journal, 117 (2017) 4, S.616-641 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/691605
Schlagwörter	General Education; Special Education; Teacher Student Relationship; Language Skills; Reading Skills; Oral Language; Academic Achievement; At Risk Students; Emotional Disturbances; Behavior Disorders; Self Contained Classrooms; Elementary School Students; Classroom Communication; Elementary School Teachers; Comparative Analysis; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teacher student relationships; Lehrer-Schüler-Beziehung; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Schulleistung; Gefühlsstörung; Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Teachers' oral language use may be an important factor in student achievement, particularly for students who struggle with language, learning, and behavior. This study examined features of teacher talk during whole-class instruction in 14 general education (GE) and 14 self-contained special education (SE) elementary classrooms that included students with or at risk for emotional and behavioral disorders. Across settings, 74% of teachers' utterances contained vagueness markers that may hinder comprehension. Within teachers, the quantity, complexity, and clarity of oral language tended to remain stable across lessons, regardless of lesson content. Teacher-rated severity of behavior did not differ by setting, but students in self-contained SE classrooms had significantly lower language and reading skills than their counterparts in GE settings. Analyses of multilevel models revealed no significant differences in form or content of teacher talk between groups of teachers across settings (GE or SE) or grade levels (K-2, 3-4). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01