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Table of Contents
1 Introduction: Studying Interaction and Instructional Patterns in Classrooms; 1.1 Research on Instructional Qualities; 1.1.1 Instructional Clarity; 1.1.2 Cognitive Challenge; 1.1.3 Discourse Features; 1.1.4 Supportive Climate; 1.2 Videos as Lenses for Exploring Classrooms; 1.2.1 Research Design and Data Sources; 1.2.2 Camera Set-Up; 1.2.3 Sample: The Composition of Classrooms; 1.2.4 Analyses; 1.3 Research Contributions and the Composition of the Book; References; Part I Instruction Matters.
2 Instructional Activities and Discourse Features in Science Classrooms: Teachers Talking and Students Listening or ...?2.1 Objectives and Purposes; 2.2 Instructional Format in Science Classrooms; 2.3 Classroom Discourse; 2.3.1 Language in Science Classrooms; 2.4 Methods, Modes of Inquiry and Data Sources; 2.4.1 Data Sources; 2.5 Findings: Instructional Patterns and Discourse Features in Science Classrooms; 2.5.1 Instructional Repertoires; 2.5.2 Discourse Features and Initiation Patterns; 2.6 Discussion; 2.7 Conclusion; References; 3 Inquisitor, Evaluator or Facilitator?; 3.1 Strategic Reading.
3.2 Instructional Research3.2.1 Experimental Work; 3.2.2 Descriptive Work; 3.3 Comprehension Strategies Instruction in Norwegian Ninth-Grade Classrooms: Amount and Instructional Format; 3.3.1 Participants and Analysis; 3.3.2 Amount of Instruction in Comprehension Strategies; 3.3.3 Instructional Format; 3.4 Conclusion; References; 4 "Usually We Are Not Where the Teacher Is"; 4.1 Introduction; 4.2 Theoretical Perspectives; 4.2.1 Classroom Learning Settings; 4.2.2 Protocols Developed for the PISA+ Video Study; 4.2.3 Work Plan Methodology; 4.3 Data and Methods; 4.3.1 PISA+ Video Study; 4.3.2 PISA.
4.4 Findings4.4.1 Description and Analyses of the Applied PISA Constructs; 4.4.2 Analyses of Data from the PISA+ Video Study; 4.4.3 Work Plan Methodology: The Acquisition Setting; 4.4.4 Work Plan Methodology: The Consolidation Setting; 4.4.5 Work Plan Methodology: The Consultation Setting; 4.5 Discussion: Implications for Practice Field; References; 5 Teachers' Use of Questions and Responses to Students' Contributions During Whole Class Discussions: Comparing Language Arts and Science Classrooms; 5.1 Introduction; 5.2 Question-Answer Sequences in the Classroom; 5.3 Methods and Data.
5.4 Analytical Framework5.5 Analysis; 5.6 Teacher Questions in the Classroom; 5.6.1 Asking `Real' or Open Questions; 5.6.2 Sequence of Repeated Questions; 5.6.3 Cued Elicitation of Students' Contributions; 5.7 Teacher Responses to Students' Utterances; 5.7.1 Revoicing or Reflecting Student Responses; 5.7.2 Providing Neutral Responses to Students; 5.7.3 Providing Evaluative Responses; 5.7.4 Reconstructive Paraphrase or Recap; 5.8 Discussion; 5.9 Conclusions; References; 6 Students' Perspectives on Reading Instruction and Reading Engagement; 6.1 Introduction.
2 Instructional Activities and Discourse Features in Science Classrooms: Teachers Talking and Students Listening or ...?2.1 Objectives and Purposes; 2.2 Instructional Format in Science Classrooms; 2.3 Classroom Discourse; 2.3.1 Language in Science Classrooms; 2.4 Methods, Modes of Inquiry and Data Sources; 2.4.1 Data Sources; 2.5 Findings: Instructional Patterns and Discourse Features in Science Classrooms; 2.5.1 Instructional Repertoires; 2.5.2 Discourse Features and Initiation Patterns; 2.6 Discussion; 2.7 Conclusion; References; 3 Inquisitor, Evaluator or Facilitator?; 3.1 Strategic Reading.
3.2 Instructional Research3.2.1 Experimental Work; 3.2.2 Descriptive Work; 3.3 Comprehension Strategies Instruction in Norwegian Ninth-Grade Classrooms: Amount and Instructional Format; 3.3.1 Participants and Analysis; 3.3.2 Amount of Instruction in Comprehension Strategies; 3.3.3 Instructional Format; 3.4 Conclusion; References; 4 "Usually We Are Not Where the Teacher Is"; 4.1 Introduction; 4.2 Theoretical Perspectives; 4.2.1 Classroom Learning Settings; 4.2.2 Protocols Developed for the PISA+ Video Study; 4.2.3 Work Plan Methodology; 4.3 Data and Methods; 4.3.1 PISA+ Video Study; 4.3.2 PISA.
4.4 Findings4.4.1 Description and Analyses of the Applied PISA Constructs; 4.4.2 Analyses of Data from the PISA+ Video Study; 4.4.3 Work Plan Methodology: The Acquisition Setting; 4.4.4 Work Plan Methodology: The Consolidation Setting; 4.4.5 Work Plan Methodology: The Consultation Setting; 4.5 Discussion: Implications for Practice Field; References; 5 Teachers' Use of Questions and Responses to Students' Contributions During Whole Class Discussions: Comparing Language Arts and Science Classrooms; 5.1 Introduction; 5.2 Question-Answer Sequences in the Classroom; 5.3 Methods and Data.
5.4 Analytical Framework5.5 Analysis; 5.6 Teacher Questions in the Classroom; 5.6.1 Asking `Real' or Open Questions; 5.6.2 Sequence of Repeated Questions; 5.6.3 Cued Elicitation of Students' Contributions; 5.7 Teacher Responses to Students' Utterances; 5.7.1 Revoicing or Reflecting Student Responses; 5.7.2 Providing Neutral Responses to Students; 5.7.3 Providing Evaluative Responses; 5.7.4 Reconstructive Paraphrase or Recap; 5.8 Discussion; 5.9 Conclusions; References; 6 Students' Perspectives on Reading Instruction and Reading Engagement; 6.1 Introduction.