A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern

Molinari, Luisa; Mameli, Consuelo; Gnisci, Augusto

doi:10.1111/j.2044-8279.2012.02071.x

Cited by 83 publications

(54 citation statements)

References 31 publications

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“…However, one should consider this triadic structure of educational discourse as a basis for different pedagogical goals (Molinari, Mameli & Gnisci, 2013). For example, 1:1 computing can facilitate online educational interaction of students with teachers and with more advanced peers, as a part of both in-and out-of-class learning activities (Shamir-Inbal & Blau, 2014).…”

Section: The Role Of Teacher and Educational Discourse In 1:1 Classroommentioning

confidence: 99%

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Peled

Blau

Grinberg

2015

IJELL

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Transforming a school from traditional teaching and learning to a one-to-one (1:1) classroom, in which a teacher and students have personal digital devices, inevitably requires changes in the way the teacher addresses her role. This study examined the implications of integrating 1:1 computing on teachers’ pedagogical perceptions and the classroom’s educational discourse. A change in pedagogical perceptions during three years of teaching within this model was investigated. The research analyzed data from 14 teachers teaching in a junior high school in the north of Israel collected over the course of three years through interviews and lesson observations. The findings show that the 1:1 computing allows teachers to improve their teaching skills; however, it fails to change their fundamental attitudes in regard to teaching and learning processes. It was further found that the use of a laptop by each student does not significantly improve the classroom’s learning discourse. The computer is perceived as an individual or group learning technology rather than as a tool for conducting learning discourse. An analysis of the data collected shows a great contribution to collaboration among teachers in preparing technology-enhanced lessons. The findings are discussed in terms of Bruner’s (Olson & Bruner, 1996) “folk psychology” and “folk pedagogy” of teachers and “the new learning ecology” framework in 1:1 classroom (Lee, Spires, Wiebe, Hollebrands, & Young, 2015). One of the main recommendations of this research is to reflect on findings from the teaching staff and the school community emphasizing 1:1 technology as a tool for significant pedagogical change. It seems that the use of personal technology per se is not enough for pedagogical changes to take place; the change must begin with teachers’ perceptions and attitudes.

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Section: The Role Of Teacher and Educational Discourse In 1:1 Classroommentioning

confidence: 99%

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Peled

Blau

Grinberg

2015

IJELL

View full text Add to dashboard Cite

show abstract

“…In most classroom interaction, the teacher is the primary knower and the expert on the matter under discussion and directs the discussion to a pre-determined conclusion (Molinari, Mameli, and Gnisci 2013;Scott, Mortimer, and Aguiar 2006). Classroom interaction usually has the form of a recitation, which is the accumulation of knowledge through purposeful questioning by the teacher with the aim of testing or stimulating recall of specific knowledge (see Wolfe and Alexander 2008).…”

Section: Guiding Classroom Discussion For Democratic Citizenship Edumentioning

confidence: 99%

“…Classroom interaction usually has the form of a recitation, which is the accumulation of knowledge through purposeful questioning by the teacher with the aim of testing or stimulating recall of specific knowledge (see Wolfe and Alexander 2008). Teachers usually control the content of the discussion by initiating most of the exchanges following an initiation-response-feedback (IRF) pattern (Molinari, Mameli, and Gnisci 2013;Wells and Arauz 2006). Teachers initiate the interaction, followed by a response from students and then teachers provide feedback.…”

Section: Guiding Classroom Discussion For Democratic Citizenship Edumentioning

confidence: 99%

“…Engaging students in a classroom discussion means that teachers must change their daily practices, including a shift in power relations (Wolfe and Alexander 2008). Teachers are used to be perceived as authorities on the subject matter at hand (Hand and Levinson 2012) and aim to control the content of classroom interaction (Molinari, Mameli, and Gnisci 2013). However, classroom discussion for democratic citizenship education must deal with controversial social issues, involving moral values and multiple perspectives (Hess and Avery 2008;Schuitema et al 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Teachers need to become less directive and make room for the perspectives of students. Research shows that discussion rarely takes place in most classrooms (Bartels, Onstenk, and Veugelers 2016;Molinari, Mameli, and Gnisci 2013;Nystrand et al 2003), while many teachers do not feel prepared to engage their students in discussions about controversial issues (Oulton et al 2004). In addition, the literature pays little attention to essential questions, such as, what kind of discussion is most effective for citizenship education and how teachers can facilitate discussion in their classroom (Hand and Levinson 2012;Nucci, Creane, and Powers 2015;Schuitema, Ten Dam, and Veugelers 2008;Solomon, Watson, and Battistich 2001).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Guiding classroom discussions for democratic citizenship education

Schuitema

Radstake

Pol

et al. 2017

Educational Studies

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Classroom discussion is frequently proposes as an essential part of democratic citizenship education. Literature, however, pays little attention to what kind of discussion is most effective and how teachers can facilitate a discussion. This study aims to contribute to the development of a framework for analysing the characteristics of classroom discussions and the different roles teachers can adopt in guiding a discussion on controversial issues. In addition, we investigated how the way teachers guide the discussion is related to the structure and content features of the discussion. The framework was used to analyse five classroom discussions in secondary education. Our framework appeared to be useful for revealing differences in the structure and content features of the classroom discussions and in the way teachers guide the discussion. The results also indicated that a high degree of teacher regulation was related to high content quality and more participation from students. A high degree of student regulation was linked to more genuine discussion among students. The study underlines the importance of taking account of the teacher's role in research into the effectiveness of classroom discussions for democratic citizenship education and the study makes useful suggestions for teachers when preparing for a classroom discussion.

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The effect of recasting by mothers with different conversational styles on the communication behavior of autistic children: Lag sequential analysis

Li,

Peng,

et al. 2023

Autism Research

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Recasting is the adult rephrasing of a child's immediately preceding utterance. It has been shown to have outstanding effects on promoting language development in autistic children. This study used lag sequential analysis to explore the impact of mothers' conversational styles on the communicative behavior of autistic children when using recasting. This study recruited 30 Chinese autistic children (aged 3–6 years) and their mothers. The utterances of the children and their mothers during 30‐min interactions were transcribed, coded, and analyzed. The mothers' conversational styles were determined by the percentages of child‐dominant, mother‐dominant, and equality styles. The results indicated that mothers' conversational styles were predominantly child‐dominant, differing from the expected mother‐dominant style that is typical in Eastern cultures and traditions. However, some mothers still demonstrated a significant proportion of mother‐dominant style in their conversation, while some exhibited a considerable amount of equality style. Moreover, mothers with a mainly child‐dominant style and minimal use of mother‐dominant and equality styles used recasting after the child's response, triggering the child to initiate new topics. Mothers with a child‐dominant style combined with prominent mother‐dominant features implemented untargeted self‐recasting, the children did not respond significantly. Mothers with a child‐dominant style combined with prominent equality features used recasting after the children responded, initiated, or expanded the conversation, which often facilitated the child's expansion of the conversation. These findings provide suggestions for designing parent‐mediated early language interventions for autistic children.

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A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern

Abstract: The application of sequential analyses allowed us to show that interactive sequences may account for a variety of meanings, thus making a significant contribution to the literature and research practice in classroom discourse.

Cited by 83 publications

References 31 publications

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Guiding classroom discussions for democratic citizenship education

The effect of recasting by mothers with different conversational styles on the communication behavior of autistic children: Lag sequential analysis

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