NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ861097
Record Type: Journal
Publication Date: 2009-Dec
Pages: 25
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0007-0998
Classroom Discourse Analysis and Educational Outcomes in the Era of Education Reform
Lam, Shui-fong; Law, Yin-kum; Shum, Mark Shiu-kee
British Journal of Educational Psychology, v79 n4 p617-641 Dec 2009
Background: In the era of education reform when new teaching approaches are being advocated, it is important to investigate how different classroom discourse patterns are related to different educational outcomes. Aim: The purpose of the study was to analyse the whole classroom discourse of two teacher interns' writing classes. It was conducted against a background of education reform in which teachers were being encouraged to make major changes in their teaching approaches. We investigated what approaches were adopted and what discourse patterns were related to better educational outcomes. Sample: The participants were two teacher interns and their 61 students in Hong Kong. The students (35 boys, 26 girls) were seventh graders from two classes in the same secondary school. Method: An instruction unit of each teacher intern on expository writing (120 min) was video-recorded and analysed. Discourse analysis of the whole classroom interaction was supplemented by the students' perceptions and independent observers' evaluations of the instruction. Results: The results indicated that both teacher interns adopted a traditional direct instruction although student-centred approaches were being recommended in the education reform. The effectiveness of the instruction was associated with certain features of the classroom discourse patterns. Better educational outcomes were associated positively with utterances of high cognitive demand but negatively with utterances related to discipline. Students tended to have better performances in writing when they and the independent observers perceived that the teachers used more motivating strategies. Conclusions: The effectiveness of instruction is a complicated phenomenon that involves a myriad of interrelated factors. Teacher- or student-centred approaches are only part of these diverse factors.
British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; Fax: +44-116-247-0787; e-mail: enquiry@bps.org.uk; Web site: http://www.bps.org.uk/publications/publications_home.cfm
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong