Classroom Discourse and Disability: Interactional Opportunities for Development of Self-Determination Beliefs

Autor/inn/en	Louick, Rebecca; Wang, Min
Titel	Classroom Discourse and Disability: Interactional Opportunities for Development of Self-Determination Beliefs
Quelle	In: Journal of Educational Research, 114 (2021) 1, S.52-63 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Louick, Rebecca) ORCID (Wang, Min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1872475
Schlagwörter	Classroom Communication; Students with Disabilities; Self Determination; High School Teachers; Teacher Student Relationship; Special Education; Power Structure; Language Usage; Form Classes (Languages) + Suchen Sie Ihr Suchwort? Klassengespräch; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstbestimmung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sprachgebrauch; Analytischer Sprachbau
Abstract	This qualitative study of ongoing interactions in a high school classroom illustrates how teachers' specific interactive choices can provide crucial opportunities for students with disabilities to develop feelings of self-determination. Classroom video data, collected throughout a multi-week writing assignment, were analyzed using a discourse analytic approach, focusing on how student and teacher used linguistic resources (such as personal pronouns and modal verbs), as well as how they co-constructed the context for learning. Findings enabled greater understanding of the ways in which participants negotiated issues of power, role, and responsibility over the course of an academic project. The relationships built in this particular special education learning environment supported the focus student in seeing learning supports and strategies as acceptable, useful, and desirable; these relationships also allowed him opportunities to develop the self-regulatory skills and feelings of relatedness critical to strong self-determination beliefs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01