nach oben

Erschienen in:

2020 | OriginalPaper | Buchkapitel

A Systematic Review of Frameworks for Coding Towards Classroom Dialogue

verfasst von : Yu Song, Tianyong Hao, Zhinan Liu, Zixin Lan

Erschienen in: Emerging Technologies for Education

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

Classroom dialogue, characterized by its interactive features and verbal encounters between teachers and students or among students, has been commonly used in teaching and learning. This paper conducted a systematic review of the coding frameworks used in the examination of classroom dialogue. We discussed over three main issues relating to the development of coding frameworks: linguistic ethnography versus sociocultural approach, coding units and levels, and objects of coding. The review indicates that there are six themes that a dialogic framework should encapsulate in its categories, which are prior knowledge, personal information, analysis, generalization, speculation and uptakes. With this knowledge, scholars and practitioners would become more competent in designing or selecting frameworks.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Vorheriges Kapitel Analyzing the Influence of Academic Papers Based on Improved PageRank

Nächstes Kapitel Application of Parallel Corpus to Teaching Style and Translation

Aguiar, O.G., Mortimer, E.F., Scott, P.: Learning from and responding to students’ questions: the authoritative and dialogic tension. J. Res. Sci. Teach. 47(2), 174–193 (2010)

Alexander, R.J.: Essays on Pedagogy. Routledge, London (2008)

Alexander, R.J.: Teaching and learning for all? The quality imperative revisited. Int. J. Educ. Dev. 40, 250–258 (2015)CrossRef

Alexander, R.J.: Developing dialogue: process, trial, outcomes. Paper of 17th Biennial EARLI Conference, 31 August 2017, Tampere, Finland (2017)

Bakeman, R., Gottman, J.M.: Observing Interaction: An Introduction to Sequential Analysis. Cambridge University Press, Cambridge (1997)CrossRef

Boyd, M.P., Markarian, W.C.: Dialogic teaching: talk in service of a dialogic stance. Lang. Educ. 25(6), 516–534 (2011)CrossRef

Chinn, C.A., O’Donnell, A.M., Jinks, T.S.: The structure of discourse in collaborative learning. J. Exp. Educ. 69(1), 77–97 (2000)CrossRef

Chin, C.: Classroom interaction in science: teacher questioning and feedback to students’ responses. Int. J. Sci. Educ. 28(11), 1315–1346 (2006)CrossRef

Dolin, J., Bruun, J., Nielsen, S.S., Jensen, S.B., Nieminen, P.: The structured assessment dialogue. In: Dolin, J., Evans, R. (eds.) Transforming Assessment. CSER, vol. 4, pp. 109–140. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-63248-3_5CrossRef

Dwyer, J., Kelcey, B., Berebitsky, D., Carlisle, J.F.: A study of teachers’ discourse moves that support text-based discussions. Elem. School J. 117(2), 285–309 (2016)CrossRef

Ellegaard, M., Damsgaard, L., Bruun, J., Johannsen, B.F.: Patterns in the form of formative feedback and student response. Assess. Eval. High. Educ. 43(5), 727–744 (2017)CrossRef

Fisher, R.: Dialogic teaching: developing thinking and metacognition through philosophical discussion. Early Child Dev. Care 177(6–7), 615–631 (2007)CrossRef

Galton, M., Hargreaves, L., Comber, C., Wall, D., Pell, T.: Changes in patterns of teacher interaction in primary classrooms: 1976‐96. Br. Edu. Res. J. 25(1), 23–37 (1999)CrossRef

Gillies, R.M., Nichols, K.: How to support primary teachers’ implementation of inquiry: teachers’ reflections on teaching cooperative inquiry-based science. Res. Sci. Educ. 45(2), 171–191 (2015)CrossRef

Gillies, R.M., Baffour, B.: The effects of teacher-introduced multimodal representations and discourse on students’ task engagement and scientific language during cooperative, inquiry-based science. Instr. Sci. 45(4), 493–513 (2017)CrossRef

Harney, O., Hogan, M., Quinn, S., et al.: Investigating the effects of peer to peer prompts on collaborative argumentation, consensus and perceived efficacy in collaborative learning. Comput. Support. Collab. Learn. 12(3), 307–336 (2017)CrossRef

Heift, T.: Corrective feedback and learner uptake in call. Recall 16(1), 37–66 (2004)

Hennessy, S., et al.: Developing a coding scheme for analysing classroom dialogue across educational contexts. Learn. Culture Soc. Interact. 9, 16–44 (2016)CrossRef

Howe, C., Abedin, M.: Classroom dialogue: a systematic review across four decades of research. Camb. J. Educ. 43(3), 325–356 (2013)CrossRef

Howe, C.: Advances in research on classroom dialogue: commentary on the articles. Learn. Instr. 48, 61–65 (2017)CrossRef

Howe, C., Hennessy, S., Mercer, N., Vrikki, M., Wheatley, L.: Teacher-student dialogue during classroom teaching: does it really impact upon student outcomes? J. Learn. Sci. 28(4–5), 462–512 (2019)CrossRef

Hulsman, R.L., Vloodt, J.V.D.: Self-evaluation and peer-feedback of medical students’ communication skills using a web-based video annotation system. Exploring content and specificity. Patient Educ. Couns. 98(3), 356–363 (2015)CrossRef

Jadallah, M., et al.: Influence of a teacher’s scaffolding moves during child-led small-group discussions. Am. Educ. Res. J. 48(1), 194–230 (2011)CrossRef

Jay, T., et al.: Dialogic Teaching: Evaluation Report and Executive Summary. Education Endowment, London (2017)

Jie, Z., Shahbaz, M., Chunling, L., Richard, C.A.: What makes a more proficient discussion group in English language learners’ classrooms? Influence of teacher talk and student backgrounds. Res. Teach. Engl. 51(2), 183–207 (2016)

Kumpulainen, K., Wray, D.: Classroom Interactions and Social Learning: From Theory to Practice. Routledge, Abingdon (2003)CrossRef

Kumpulainen, K., Lipponen, L.: Building on the positive in children’s lives: a co-participatory study on the social construction of children’s sense of agency. Early Child Dev. Care 184(2), 211–229 (2014)CrossRef

Lee, S.C., Irving, K.E.: Development of two-dimensional classroom discourse analysis tool (CDAT): scientific reasoning and dialog patterns in the secondary science classes. Int. J. STEM Educ. 5(1), 5 (2018)CrossRef

Lefstein, A.: Changing classroom practice through the English National Literacy Strategy: a micro-interactional perspective. Am. Educ. Res. J. 45(3), 701–737 (2008)CrossRef

Lefstein, A., Snell, J., Israeli, M.: From moves to sequences: expanding the unit of analysis in the study of classroom discourse. Br. Edu. Res. J. 41(5), 866–885 (2015)CrossRef

Liu, Y.F., Zhao, Y.: A study of teacher talk in interactions in English classes. Chin. J. Appl. Linguist. 33(2), 76–86 (2010)MathSciNet

Macgregor, S.K., Atkinson, T.R.: Facilitating learner interactions in the two-way video classroom. J. Educ. Technol. Syst. 31(1), 45–62 (2002)CrossRef

Mercer, N.: Words and Minds: How We Use Language to Think Together. Routledge, London (2000)

Mercer, N., Dawes, L., Wegerif, R., Sams, C.: Reasoning as a scientist: ways of helping children to use language to learn science. Br. Edu. Res. J. 30(3), 359–377 (2004)CrossRef

Mercer, N., Littleton, K.: Dialogue and the Development of Children’s Thinking: A Sociocultural Approach. Routledge, Abingdon (2007)CrossRef

Mercer, N.: The analysis of classroom talk: methods and methodologies. Br. J. Educ. Psychol. 80(1), 1–14 (2010)CrossRef

Mercer, N., Dawes, L.: The study of talk between teachers and students, from the 1970s until the 2010s. Oxf. Rev. Educ. 40(4), 430–445 (2014)CrossRef

Mortimer, E., Scott, P.: Meaning Making in Secondary Science Classroomsaa. McGraw-Hill Education, London (2003)

Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.M., Lerkkanen, M.K.: Knowledge-building patterns in educational dialogue. Int. J. Educ. Res. 81, 25–37 (2017)CrossRef

Nassaji, H., Wells, G.: What’s the use of “triadic dialogue”? An investigation of teacher-student interaction. Appl. Linguist. 21(3), 376–406 (2000)CrossRef

National Institute of Child Health and Human Development Early Child Care Research Network: The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. Elem. School J. 102(5), 367–387 (2002)CrossRef

Nichd, E., Bonnie, K.: A day in third grade: a large-scale study of classroom quality and teacher and student behavior. Elem. School J. 105(3), 305–323 (2005)CrossRef

Norman, K.: Thinking Voices: The Work of the National Oracy Project. Hodder and Stoughton, London (1992)

Nystrand, M., Gamoran, A.: Instructional discourse, student engagement, and literature achievement. Res. Teach. Engl. 25(3), 261–290 (1991)

Nystrand, M.: Dialogic instruction: when recitation becomes conversation. In: Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom, pp. 1–29 (1997)

Nystrand, M., Wu, L.L., Gamoran, A., Zeiser, S., Long, D.A.: Questions in time: investigating the structure and dynamics of unfolding classroom discourse. Discourse Process. 35(2), 135–198 (2003)CrossRef

O’Connor, C., Michaels, S., Chapin, S.: “Scaling down” to explore the role of talk in learning: from district intervention to controlled classroom study. In: Socializing Intelligence Through Academic Talk and Dialogue, pp. 111–126 (2015)CrossRef

Podschuweit, S., Bernholt, S., Brückmann, M.: Classroom learning and achievement: how the complexity of classroom interaction impacts students’ learning. Res. Sci. Technol. Educ. 34(2), 142–163 (2016)CrossRef

Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M.K., Poikkeus, A.M., Nurmi, J.E.: Teacher–student interaction and lower secondary school students’ situational engagement. Br. J. Educ. Psychol. 89(2), 374–392 (2018)CrossRef

Rampton, B.: Interaction ritual and not just artful performance in crossing and stylization. Lang. Soc. 38(2), 149–176 (2009)CrossRef

Reznitskaya, A., Gregory, M.: Student thought and classroom language: examining the mechanisms of change in dialogic teaching. Educ. Psychol. 48(2), 114–133 (2013)CrossRef

Robin, A.: Developing dialogic teaching: genesis, process, trial. Res. Pap. Educ. 33(5), 561–598 (2018)CrossRef

Rojas-Drummod, S., Pérez, V., Vélez, M., Gómez, L., Mendoza, A.: Talking for reasoning among Mexican primary school children. Learn. Instr. 13(6), 653–670 (2003)CrossRef

Rojas-Drummond, S., Littleton, K., Hernández, F., Zúñiga, M.: Dialogical interactions among peers in collaborative writing contexts. In: Educational Dialogues: Understanding and Promoting Productive Interaction, pp. 128–148 (2010)

Rojas-Drummond, S., Torreblanca, O., Pedraza, H., Vélez, M., Guzmán, K.: ‘Dialogic scaffolding’: enhancing learning and understanding in collaborative contexts. Learn. Culture Soc. Interact. 2(1), 11–21 (2013)CrossRef

Ruiz-Primo, M.A.: Informal formative assessment: the role of instructional dialogues in assessing students’ learning. Stud. Educ. Eval. 37(1), 15–24 (2011)CrossRef

Saville-Troike, M.: Extending “communicative” concepts in the second language curriculum: a sociolinguistic perspective. In: Culture as Core: Interdisciplinary Perspectives on Culture in the Second Language Classroom, pp. 3–17 (2003)

Sinclair, J.M., Coulthard, M.: Towards an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford University Press, Oxford (1975)

Smith, M.K., Jones, F.H., Gilbert, S.L., Wieman, C.E.: The classroom observation protocol for undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices. CBE Life Sci. Educ. 12(4), 618–627 (2013)CrossRef

Song, Y., Chen, X., Hao, T., Liu, Z., Lan, Z.: Exploring two decades of research on classroom dialogue by using bibliometric analysis. Comput. Educ. 137, 12–31 (2019)CrossRef

Soter, A.O., Wilkinson, I.A., Murphy, P.K., Rudge, L., Reninger, K., Edwards, M.: What the discourse tells us: talk and indicators of high-level comprehension. Int. J. Educ. Res. 47(6), 372–391 (2008)CrossRef

Vygotsky, L.: Interaction between learning and development. In: Readings on the Development of Children, vol. 23, no. 3, pp. 34–41 (1978)

Wells, G., Arauz, R.M.: Dialogue in the classroom. J. Learn. Sci. 15(3), 379–428 (2006)CrossRef

Xie, Z.Y., Cao, X.: Construction three-dimensional observation system of teacher-student interaction behavior in classroom and practice. In: International Conference on Education Technology & Computer. IEEE (2010)

Titel: A Systematic Review of Frameworks for Coding Towards Classroom Dialogue
verfasst von: Yu Song
Tianyong Hao
Zhinan Liu
Zixin Lan
Verlag: Springer International Publishing
Buch: Emerging Technologies for Education
Print ISBN: 978-3-030-38777-8

Electronic ISBN: 978-3-030-38778-5

Copyright-Jahr: 2020
DOI: https://doi.org/10.1007/978-3-030-38778-5_25

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Springer Professional "Wirtschaft"

Premium Partner