Classroom Interaction And Social Learning

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Classroom Interaction And Social Learning

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Author : Kristiina Kumpulainen
language : en
Publisher: Psychology Press
Release Date : 2002

Classroom Interaction And Social Learning written by Kristiina Kumpulainen and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with Education categories.

Today's classroom presents a wealth of opportunities for social interaction amongst pupils, leading to increased interest in teachers and researchers into the social nature of learning. While classroom interaction can be a valuable tool for learning, it does not necessarily lead to useful learning experiences. Through case studies, this book highlights the use of new analytical methodologies for studying the content and patterns of children's interactions and how these contribute to their construction of knowledge. Classroom Interaction and Social Learning will be of interest to students and in service teachers and researchers concerned with classroom discourse and learning.

Investigating Classroom Interaction

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Author :
language : en
Publisher: BRILL
Release Date : 2009-01-01

Investigating Classroom Interaction written by and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-01-01 with Education categories.

This book adds a new perspective to existing research methodology literature on analyzing social interactions in the classroom. Not only does this book introduce multiple research methodologies for analyzing classroom interactions but it also demonstrates these methodologies at work in different empirical research studies. The authors of this book are all internationally well recognized for their research work on the social life of classrooms, and now, for the first time, they provide concrete accounts of the ways in which the theories and methodologies they have chosen to guide their research work function in action. These 'black boxes’ or 'tacit knowledge' of conducting different types of analyses on classroom interaction have seldom been opened up in such a concrete way in the existing research literature. This book is an edited collection of papers introducing strands of research on classroom interaction whose logic of inquiry illuminate different approaches, analyses, and interpretations of social interactions and discourses in contemporary classroom settings. The methodological approaches discussed draw on studies of language and discourse, ethnography, as well as on sociological, psychological, and domain-specific analyses. In recognizing the complexity and challenges in mapping out the complex research territory focusing on classroom interactions, the prime goal of the book is to build a complimentary context for discussion of the ways in which different approaches to classroom interaction are realized and how they produce different analyses because of their purpose, conceptual framework, and methodological choice. The illumination of diverse approaches to classroom interaction and discourse is believed to demonstrate the potential and challenges each strand of research is likely to bring towards understanding the psychological, social and cultural life of the classroom and how these mediate the situated practice of teaching and learning in today’s schooling. This book is targeted towards researchers and graduate students working within the field of social sciences, education and psychology. It also makes an excellent text for courses in research methodology, education, and related fields.

Social Interaction And Teacher Cognition

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Author : Li Li
language : en
Publisher: Edinburgh University Press
Release Date : 2017-02-06

Social Interaction And Teacher Cognition written by Li Li and has been published by Edinburgh University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-02-06 with Language Arts & Disciplines categories.

Investigates language teachers thoughts, beliefs and knowledge through the lens of social interactionIn the past decade there has been a surge of interest in the study of language teacher cognition what language teachers know, think and believe and of its relationship to teachers classroom practices. Social Interaction and Teacher Cognition is the first book to use a discursive psychological perspective to examine teacher cognitions. Informed by conversation analysis (CA), the book offers a close examination of cognition-in-interaction in three distinctive aspects: learning to teach, novice and expert teachers cognition, and interactive decision making. The book views cognition as a socially constructed and contextual process, and treats interaction as a framework that deals with psychological matters in a public and visible way. It will be of particular relevance to those researching teacher cognition in EFL contexts and will appeal to anyone interested in the study of classroom interaction.Features a three part structure of survey, analysis and application Takes a discursive psychological approach to teacher cognitions Uses conversation analysis to examine cognition-in-interaction Provides detailed examples of language in interaction in EFL contexts

Social Interaction And L2 Classroom Discourse

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Author : Olcay Sert
language : en
Publisher: Edinburgh University Press
Release Date : 2015-08-19

Social Interaction And L2 Classroom Discourse written by Olcay Sert and has been published by Edinburgh University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-08-19 with Language Arts & Disciplines categories.

This book offers a close investigation of interactional practices in L2 classrooms. With an emphasis on the multimodal and multilingual resources, this is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.

Multimodal Participation And Engagement

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Author : Christine M. Jacknick
language : en
Publisher: Edinburgh University Press
Release Date : 2021-03-02

Multimodal Participation And Engagement written by Christine M. Jacknick and has been published by Edinburgh University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-03-02 with Language Arts & Disciplines categories.

Traditionally, teachers and researchers have looked for student participation in moments when teachers provide interactional space for it - this book takes a more holistic approach, examining how learners are participating (or not) throughout classroom interaction. It looks beyond turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope of classroom conversation analysis in three ways: 1) by focusing on student actions 2) by incorporating multimodal analysis, and 3) by examining both language learning contexts and non-L2 classrooms. In doing so the book uncovers how the identity of 'being a student' is enacted and provides implications for practice, teacher education and observation including emphasis on teacher interactional awareness and reflective practice.

The Journal Of Classroom Interaction

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Author :
language : en
Publisher:
Release Date : 1990

The Journal Of Classroom Interaction written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with Communication in education categories.

Assessing The Relationship Between Classroom Interaction And Perceived Student Learning In Videoconferencing Remote Sites

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Author : Kevin Matthew Hankinson
language : en
Publisher:
Release Date : 2012

Assessing The Relationship Between Classroom Interaction And Perceived Student Learning In Videoconferencing Remote Sites written by Kevin Matthew Hankinson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with International baccalaureate categories.

In distance education via videoconferencing, students at classroom remote sites learn without the physical presence of their teacher and other classmates at the host site. As a result, the learning experience of remote site students differs from host site students. Therefore, instructional leaders should make every effort to minimize the adverse effects of videoconferencing on the learning of remote site students. This study invited Advanced Placement and International Baccalaureate Diploma Programme remote site students who participated in videoconferencing to share their perspectives on the role of interactions on their learning. Specifically, this study explored the presence and strength of relationships between and among variables forged by videoconferencing technology. In effect, this study provides assistance to all instructional leaders, principals and teachers, who manage or facilitate videoconferencing in high schools in hopes of better serving their students. Furthermore, the study presented an idea of the type and quantity of Advanced Placement and International Baccalaureate Diploma Programme courses offered via videoconferencing. A quantitative method of investigation was used. Data were collected nationally from voluntary participants, and results were analyzed using a variety of statistical measures. The dependent variable was the perception of student learning among the participants. Independent variables included two types of interaction, that is, learner-learner and learner-instructor (tutor), as well as group and class size, gender, and race. Correlational analyses revealed statistically significant relationships between learner-learner interaction and perceived student learning as well as learner-instructor interaction and perceived student learning. Multiple regression analyses further confirmed the previous findings. First, approximately 53% of the variance within perceived student learning in the sample was accounted for by interactions. Second, when combined with other environmental determinants (i.e., group and class size) and personal determinants (i.e., gender and race), only group and class size became an additional statistically significant predictor. Further analysis indicated significant moderation effects between interaction type and group and class size. With these findings, a teacher or principal committed to promoting increased perception of student learning in Advanced Placement and International Baccalaureate Diploma Programme videoconferencing learning environments should regularly evaluate the extent to which productive interactions are occurring in the classroom.

Language Learning And Teaching As Social Inter Action

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Author : Z. Hua
language : en
Publisher: Palgrave MacMillan
Release Date : 2007-07-31

Language Learning And Teaching As Social Inter Action written by Z. Hua and has been published by Palgrave MacMillan this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-07-31 with Education categories.

This book presents the latest research by leading scholars on language learning from a socio-interactional and socio-cultural perspective.

Gender Influences In Classroom Interaction

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Author : Louise Cherry Wilkinson
language : en
Publisher:
Release Date : 1985

Gender Influences In Classroom Interaction written by Louise Cherry Wilkinson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1985 with Education categories.

A Qualitative Study Of The Social And Learning Experiences Of Two Arab Lep Students In An American Public School

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Author : Amin Abdullah Al-Mekhlafi
language : en
Publisher:
Release Date : 1998

A Qualitative Study Of The Social And Learning Experiences Of Two Arab Lep Students In An American Public School written by Amin Abdullah Al-Mekhlafi and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with Arab students categories.