Examining Booktalks to Shed Light on Authentic Classroom Discussion

Autor/inn/en	Hadjioannou, Xenia; Townsend, Jane S.
Titel	Examining Booktalks to Shed Light on Authentic Classroom Discussion
Quelle	In: Classroom Discourse, 6 (2015) 3, S.198-220 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2015.1047876
Schlagwörter	Grade 5; Discussion (Teaching Technique); Comparative Analysis; Literature; Case Studies; Literacy; Group Discussion; Elementary School Students; Elementary School Teachers; Ethnography; Observation; Interviews; Transcripts (Written Records); Qualitative Research; Florida + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Literatur; Case study; Fallstudie; Case Study; Alphabetisierung; Schreib- und Lesefähigkeit; Gruppendiskussion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethnografie; Beobachtung; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	In this qualitative case study, we examine the texture of talk in the booktalks of a fifth-grade classroom where authentic classroom discussions were common. The discourse analysis of classroom transcripts yielded 13 overlapping move categories describing the talk of the teacher, and nine the talk of the students. A comparison between authentic discussion and "other" episodes indicated that move categories and their usage differed substantially for both the teacher and the students. In authentic discussions, the teacher decreased her attempts to provide information and to set themes. At the same time the students increased their moves used to provide information, connect with written text, reflect and express opinion. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01