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ERIC Number: EJ1069806
Record Type: Journal
Publication Date: 2015
Pages: 42
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1050-8406
The Redirection: An Indicator of How Teachers Respond to Student Thinking
Lineback, Jennifer Evarts
Journal of the Learning Sciences, v24 n3 p419-460 2015
Responsive teaching occurs when teachers take up and "respond" to their students' ideas during instruction (J. L. Pierson, 2008). Although responsive teaching is gaining recognition as an effective strategy for encouraging student learning, few methods of analysis are capable of characterizing the different ways in which teachers take up their students' ideas in the moment. This article presents and exemplifies a new methodological construct, the redirection, which provides researchers with a means of detecting nuanced differences in how teachers respond to their students' thinking. The redirection construct emerged via systematic discourse analysis of 1 science teacher's classroom discussions during 3 implementations of an inquiry-based module on the water cycle. Redirections are defined as instances when a teacher invites students to shift or "redirect" their attention to a new locus. Such shifts reflect different types of teacher responsiveness and, as such, can be used to capture the different ways in which teachers take up their students' ideas. This article presents a comprehensive coding scheme for the redirection, in addition to segments of classroom discourse to exemplify each redirection coding category. A comparison of 3 5th-grade teachers using the construct provides an illustrative example of the type of analysis such a coding scheme affords learning sciences researchers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: 0732233