This article explores the practice of one accomplished teacher who uses follow-up probes to press her fourth- and fifth-grade students to clarify and articulate their ideas more fully. Qualitative analysis of field notes, teacher and student interviews, and video recordings of instruction, and discourse analysis of reading conferences revealed…

This study investigated associations between teacher-student interaction and students' persistence to complete written electron configurations in a high school chemistry classroom. Analyses of the interactions were guided with an Expectancy-Value framework to identify the discourse strategies used by the teacher to build engagement in a classroom…

This illustrative case explicates how one teacher supports student critical thinking by personalizing instruction during Morning Meeting. Sought after learning outcomes outlined in Common Core Standards are met as he purposefully anchors learning in student contributions. Through classroom discourse analysis we show how this teacher decided in the…

Socioconstructivism has been established as a prominent and intriguing learning theory, and consequently, pedagogical practice. This study focused on the introduction of constructivist pedagogy to secondary social studies pre-service teachers. Students' engagement with each other and the course instructor was a primary concern to mitigate student…

School literacy has been identified with specific ways of talking about texts, especially during teacher-led lessons. This paper considers school literacy through a focus on talk about error correction during a time of individual writing activity in an early years classroom. Conversation Analysis is used to develop descriptions of error correction…

In this paper we present findings from an empirical study-in-progress that investigates how a teacher integrates technology, specifically an Interactive Whiteboard (IWB), to teach multiliterate practices when reading multi-modal texts. This research was a collaboration between a teacher and a team of university-based researchers as they used…

Classroom talk is regarded as essential in engaging and developing student understandings in the domain of mathematics. The processes of classroom talk may occur in quite different ways, ways that shape particular opportunities for learning mathematics. Little is known about how the talk produced in innovative approaches to education mediates the…

This study used a systems perspective to determine whether differences exist between classrooms of expert (n=35) and novice (n=35) teachers on the cohesion, communication, and flexibility dimensions of the Classroom Systems Observation Scale (CSOS). A 50-minute observation using the CSOS was conducted in elementary school classrooms in New York…

The history and utility of category observation instruments are briefly traced; category observation instruments are defined and their essential properties stated; and a sequential strategy for their construction is discussed. (MM)

This study sought to supply evidence that educationally disadvantaged children learn more when the socio-emotional climate in the classroom is nonthreatening. (MM)

The results of this study indicate that analysis of teachers' verbal behavior according to specific purposes reveals differences that are masked when the purpose is disregarded. (JD)

This study indicates that it is possible to define and demonstrate the relevance of a number of nonverbal cues that can be used as raters or reasons for assessment of teacher behavior. Findings indicate a major difference in the order and relevance of predictors used. (JMF)

The form and content of teacher-pupil interaction is shown to be related to pupil distance from the teacher. Pupils seated closer to the teacher are more involved in decision making and question answering while those further away are more likely to be lectured to and less likely to participate in classroom decision making.(JMF)

This article describes two types of classroom process research (process-product and descriptive) which are being funded by the National Institute of Education, and it analyzes the trend toward a greater emphasis on descriptive research. (MM)

Researchers perceived that teachers became more aware of their teaching behaviors, more aroused about being able to alter behaviors, and more conscientious about planning for the kinds of behaviors they wish to exhibit in a given situation as a result of the availability of a computer program (Analysis of Teaching Behavior). (MM)