"Low Ability," Participation, and Identity in Dialogic Pedagogy

Autor/inn/en	Snell, Julia; Lefstein, Adam
Titel	"Low Ability," Participation, and Identity in Dialogic Pedagogy
Quelle	In: American Educational Research Journal, 55 (2018) 1, S.40-78 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831217730010
Schlagwörter	Dialogs (Language); Self Concept; Ethnography; Case Studies; Student Attitudes; Teaching Methods; Classroom Communication; Academic Discourse; Student Participation; Intervention; Underachievement; Teacher Student Relationship; Classroom Techniques; Elementary School Students; Elementary School Teachers; Foreign Countries; Teacher Workshops; Faculty Development; Observation; United Kingdom (London) + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Selbstkonzept; Ethnografie; Case study; Fallstudie; Case Study; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Discourse; Diskurs; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Performance deficiency; Leistungsschwäche; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Beobachtung
Abstract	Teachers are increasingly called on to use dialogic teaching practices to engage active pupil participation in academically challenging classroom discourse. Such practices are in tension with commonly held beliefs about pupil ability as fixed and/or context independent. Moreover, teaching practices that seek to make pupil thinking visible can also make perceived pupil "inarticulateness" and/or "low ability" visible, with important implications for pupil identities. This article explores how teachers in a dialogic teaching intervention managed the participation and identities of "low ability" pupils. We use linguistic ethnographic methods to analyze three different case studies in which teachers seek to include underachieving pupils' voices in the discussion and discuss implications for dialogic pedagogy and the study of classroom social identification processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01