Understanding How Teachers Listen in a Reading Enrichment Program

Autor/inn/en	Gilson, Cindy M.; Little, Catherine A.
Titel	Understanding How Teachers Listen in a Reading Enrichment Program
Quelle	In: Journal of Advanced Academics, 27 (2016) 3, S.210-240 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X16656572
Schlagwörter	Middle School Teachers; Reading Teachers; Listening Skills; Enrichment Activities; Reading Programs; Program Implementation; Qualitative Research; Classroom Communication; Discourse Analysis; Individualized Reading; Teacher Attitudes; Individualized Instruction; Semi Structured Interviews; Data Analysis; Reading Instruction + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Bereicherungsprogramm; Qualitative Forschung; Klassengespräch; Diskursanalyse; Lehrerverhalten; Individualisierender Unterricht; Auswertung; Leseunterricht
Abstract	Asking questions that invite students to access advanced thinking skills during classroom discourse is a key strategy for challenging and supporting high-ability middle school readers. This critical teaching practice requires careful teacher listening. However, empirical research around teachers' "listening orientations," or how teachers listen, is sparse. We investigated five middle school reading teachers' listening orientations as they conducted differentiated reading conferences as part of their first year implementing the Schoolwide Enrichment Model-Reading Framework (SEM-R). Our qualitative analysis of multiple data sources revealed evidence of differing teacher listening orientations, including "evaluative," "interpretive," "student oriented," "teacher oriented," "undetermined," and combinations of these. This exploratory study has important implications for understanding how teachers' listening orientations contribute to classroom discourse. Specific implications pertaining to high-ability readers are highlighted in the article. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01