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ERIC Number: EJ1100387
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0749-4025
Using Stems and Supported Inquiry to Help an Elementary Teacher Move toward Dialogic Reading Instruction
McElhone, Dot
Journal of Classroom Interaction, v50 n2 p156-171 2015
Classroom talk patterns are notoriously resistant to change. This article examines changes in one fifth-grade teacher's discourse practices and beliefs as she and the author engaged in inquiry-driven professional development. Discourse analysis of class discussions and qualitative analysis of transcripts of professional development sessions indicated that the teacher made three important shifts: opening the floor for student talk; offering responses that were more contingent on student contributions; and moving toward yielding interpretive authority over discussions. Supported, teacher-driven inquiry combined with introduction of semi-scripted sentence stems selected to address a teacher-identified concern helped the teacher move toward more fluid, unscripted, effective discussions.
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A