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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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Abstract:
Feedback has been recognized as one of the most powerful factors in school achievement, and a great body of research has been devoted to studying its effectiveness. In this research, I bring together research in peer feedback and mathematics education by exploring peer feedback practices in my grade six mathematics class. Inspired by a democratic view of education, this research is premised on the conviction that peer feedback practices, like all other educational acts, must be decided by those affected by them. For this reason, my grade six students and I co-constructed feedback practices as the group engaged in feedback actions, categorized feedback, and co-constructed models of feedback. Adopting an enactivist perspective, both as a theory of knowing and as a methodology, I explored the co-construction of the groups feedback practices as feedback was enacted across three cycles of feedback actions. The goal of this research was to see how the group co-constructed feedback categories, models and actions and how conceptualization of feedback and its effectiveness evolved throughout the process. The analysis of data culminated in three detailed narratives describing, from my perspective as teacher-researcher, shared experiences of coupling across the three cycles. The process of co-constructing feedback provided the group with the opportunity for recursive linguistic coupling with one another, through which the group co-adapted and co-evolved and brought forth new possibilities for feedback categories and models. Many parallels emerged between the process of co-construction of feedback practices and the feedback practices that were co-constructed. Students conceptualization of feedback and its effectiveness evolved from content to actions and relationships. The findings of this research suggest that the power of the feedback practices rested in the fact that they were co-constructed and that the process of co-construction was one of transformation, of action, reflection, and effective relationships.
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Keyword:
Action; Awareness; Bringing forth; Classroom climate; Classroom practices; Classroom research; Co-adaptation; Co-construction; Co-evolution; Conversations; Democratic education; Discussion; Education; Effective relationships; Effectiveness; Elementary mathematics; Embodied action; Enaction; Enactivism; Enactivist methodology; Ethics; Feedback; Interaction; Linguistic coupling; Mathematical thinking; Mathematics; Mathematics teaching; Models of feedback; Narrative; Peer feedback; Problem solving; Process; Reflection; Relationships; Structural coupling; Students as partners; Teacher education; Teacher researcher; Transformation
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URL: http://hdl.handle.net/10315/37988
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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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"We're Saying the Same Thing": How English Teachers Negotiated Solidarity, Identity, and Ethics Through Talk and Interaction.
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