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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom
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Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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Exploring Interactions of Adolescents with Autism Spectrum Disorder in Instructional Contexts
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1466375717 (2016)
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Peer Interaction: A Compromise or a Necessity?
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 85-99 (2015) (2015)
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From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 33-45 (2015) (2015)
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Methodological Considerations in the Analysis of Classroom Interaction in Community College Trigonometry
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Spelling Bug: Benefits of using adaptive technology for training spelling in primary school classrooms
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FROM INTERACTION TO INTERACTION: EXPLORING SHARED RESOURCES CONSTRUCTED THROUGH AND MEDIATING CLASSROOM SCIENCE LEARNING
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Three young Korean children's English language learning in two American preschool classrooms
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In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production
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Cambridge Journal of Education ; A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours
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Abstract:
Extending the pauses between a teacher asking a question and a student responding, or the pauses following a student's response (wait time), has been recommended as a way of improving classroom learning. Drawing upon the Conversation Analysis literature on classroom interactions alongside extracts of classroom interactions, the relationship between these pauses and the interactional behaviour of teachers and students is examined. Extended wait time is structurally built in to classroom interactions because of tight control over who can speak when, encapsulated within the IRF framework. Extending wait time can lead to a variety of changes in the norms of classroom interaction. This paper uses the structures of interactions in formal classrooms to explain many of the previous findings relating to the extension of wait time. However, we also show that different uses of extended wait time lead to different interactional norms and maintaining extended wait times may not be desirable. Consequently, we argue for a more nuanced understanding of wait time, desired student behaviours and the interaction of the two.
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Keyword:
classroom interaction; conversation analysis; Education; interactional strategies; wait time
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URL: https://doi.org/10.1080/0305764X.2015.1009365
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"We're Saying the Same Thing": How English Teachers Negotiated Solidarity, Identity, and Ethics Through Talk and Interaction.
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