Literaturnachweis - Detailanzeige
Autor/in | Ogurlu, Uzeyir |
---|---|
Titel | Inside a Gifted Class: Classroom Discourse Patterns, Teacher and Student Questions, and Teacher Revoicing |
Quelle | In: Australasian Journal of Gifted Education, 25 (2016) 1, S.31-46 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1323-9686 |
Schlagwörter | Gifted; Classroom Communication; Teacher Student Relationship; Discourse Analysis; Audio Equipment; Mathematics Instruction; Foreign Countries; Comparative Analysis; Conventional Instruction; Special Education; Turkey |
Abstract | This study examined how classroom discourse evolved in a gifted class and compared it with a non-gifted class at the same year level. The following features of classroom discourse were examined: Initiation-Response-Follow up (IRF) patterns, teacher and student questions, and teacher revoicing. To conduct the study, audiorecordings of classroom interactions in the subject of mathematics were collected over a six week period from a private elementary school that housed both gifted (n = 20) and non-gifted (n = 20) classes in Turkey. The findings indicated that both the gifted and the non-gifted classes were dominated by IRF interaction patterns. Nevertheless, extended IRF and student-initiated IRF sequences were more prevalent in the gifted classroom. Moreover, a greater number of authentic teacher questions were noted in the gifted classroom, and gifted students asked more on-topic questions. In terms of teacher revoicing, both incorporation and restatements were more common in the non-gifted classroom. (As Provided). |
Anmerkungen | Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |