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Examining middle school teachers' ta...

Ford-Connors, Evelyn.

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Examining middle school teachers' talk during vocabulary instruction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Examining middle school teachers' talk during vocabulary instruction./
作者:	Ford-Connors, Evelyn.
面頁冊數:	222 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-11(E), Section: A.
Contained By:	Dissertation Abstracts International73-11A(E).
標題:	Education, Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3520209
ISBN:	9781267521170

Examining middle school teachers' talk during vocabulary instruction.
Ford-Connors, Evelyn.

Examining middle school teachers' talk during vocabulary instruction. - 222 p.

Source: Dissertation Abstracts International, Volume: 73-11(E), Section: A.

Thesis (Ph.D.)--Boston University, 2012.

This study investigated the instructional talk of three math teachers from two urban middle schools as they implemented a curriculum designed to develop students' knowledge of academic vocabulary and encourage word use during classroom discussions. Data were drawn from audio- and video-recordings, classroom observations, and teacher interviews. Results revealed two predominant differences among teachers' instruction that seemed consequential for each classroom's discussion-based learning environment. First, teachers' instructional foci and the information about words they emphasized, whether definitional or contextual, were associated with differences in the kinds of talk generated about words and in the numbers of students who participated in discussions. Second, the ways in which teachers structured their discussions, as either knowledge display or knowledge building, shaped students' interactions with the content and with each other, while also determining the kinds of opportunities students had for target word use.

ISBN: 9781267521170Subjects--Topical Terms:

1669025
Education, Pedagogy.

Examining middle school teachers' talk during vocabulary instruction.
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245 1 0 $a Examining middle school teachers' talk during vocabulary instruction.
300 $a 222 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-11(E), Section: A.
500 $a Adviser: Jeanne Paratore.
502 $a Thesis (Ph.D.)--Boston University, 2012.
520 $a This study investigated the instructional talk of three math teachers from two urban middle schools as they implemented a curriculum designed to develop students' knowledge of academic vocabulary and encourage word use during classroom discussions. Data were drawn from audio- and video-recordings, classroom observations, and teacher interviews. Results revealed two predominant differences among teachers' instruction that seemed consequential for each classroom's discussion-based learning environment. First, teachers' instructional foci and the information about words they emphasized, whether definitional or contextual, were associated with differences in the kinds of talk generated about words and in the numbers of students who participated in discussions. Second, the ways in which teachers structured their discussions, as either knowledge display or knowledge building, shaped students' interactions with the content and with each other, while also determining the kinds of opportunities students had for target word use.
520 $a Keywords: vocabulary instruction, classroom discourse, teacher talk, middle school, Word Generation.
590 $a School code: 0017.
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650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Reading. $3 1017790
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