Classroom discourse and opportunities to learn: An ethnographic study of knowledge construction in a bilingual third‐grade classroom

Tuyay, Sabrina; Jennings, Louise B.; Dixon, Carol N.

doi:10.1080/01638539109544906

Cited by 82 publications

(46 citation statements)

References 17 publications

(29 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These findings may offer one possible reason that reading and vocabulary skills are observed to be highly stable, especially after kindergarten (Hart & Risley, 1995;Lonigan, Burgess, & Anthony, 2000). Children with stronger language and emergent literacy skills may have more opportunities to learn during both code-and meaningfocused activities (Tuyay, Jennings, & Dixon, 1995), which may contribute to the Matthew effect (Stanovich, 1986). The practical implication is that children with weaker skills need more, not Note.…”

Section: Meaning Focused Versus Code Focused and Explicit Versus Implmentioning

confidence: 99%

Preschool instruction and children's emergent literacy growth.

Connor¹,

Morrison²,

Slominski³

2006

Journal of Educational Psychology

348

216

View full text Add to dashboard Cite

Preschoolers' (N ϭ 156) classroom language and literacy experiences, defined across multiple dimensions, and their vocabulary and emergent literacy development were investigated. Videotaped classroom observations revealed substantial variability in amount and types of language and emergent literacy activities, across classrooms and for individual children within classrooms. Generally, more time in emergent code-focused activities was associated with preschoolers' alphabet and letter-word recognition growth, whereas more time in meaning-focused activities (e.g., book reading) was related to vocabulary growth. Only teacher-and teacher-child-managed activities were associated with alphabet and letterword growth, whereas child-managed experiences, including play, were also associated with vocabulary growth. Overall, the effect size for student-level, code-focused instruction (small group) was about 10 times greater than was its classroom-level (whole-class) counterpart. There were Child ϫ Instruction interactions, with the impact of different activities varying with preschoolers' incoming vocabulary and emergent literacy.

show abstract

Section: Meaning Focused Versus Code Focused and Explicit Versus Implmentioning

confidence: 99%

Preschool instruction and children's emergent literacy growth.

Connor¹,

Morrison²,

Slominski³

2006

Journal of Educational Psychology

348

216

View full text Add to dashboard Cite

show abstract

“…Working in various collaborative relationships over the last 8 years, our members found that they needed to develop and hold stable a common conceptual understanding and definitions of key concepts to conduct their collaborative investigations across classrooms and levels of schooling (grades 1-12). Without this common language and conceptually consistent approach to the study of literate practices in and across classrooms, the comparative analyses across ethnographic studies undertaken since 1991 would not have been possible (e.g., Green & Dixon, 1993;Tuyay, Jennings, & Dixon, 1995). Further, we found that as new members joined us, they brought with them meanings for terms used in our research community that often differed from ours, leading to problems in communication, and at times, relationships.…”

Section: Framing the Questionmentioning

confidence: 81%

Critical Issues: What Counts When Context Counts?: The Uncommon “Common” Language of Literacy Research

Rex

Green

Dixon

et al. 1998

Journal of Literacy Research

Self Cite

View full text Add to dashboard Cite

Research into literacy published in journals such as the Journal of Literacy Research spans a range of disciplines and areas of study (e.g., reading, English education, composition). Even individual studies frequently take up interdisciplinary perspectives (e.g., anthropological, sociological, linguistic, educational, textual). The results are journals far ranging in their reach and rich in the knowledge they bring to literacy issues. However, such diversity of theoretical perspectives, research methods, and analytical methodologies also contributes to a confounding effect. In this article, we explore one such effect that occurs when a common term is used with different meanings. Although this may appear on the surface to be a problem easily remedied or even a rather trivial issue, in this article, we show just how consequential this practice can be when the goal is building knowledge from research that can inform practice, policy, and theory. This critical issue can be posed as a set of interrelated questions: Are we all talking about the same thing when we use words like literacy, reading, and even seemingly less resonant ones like context, the one addressed in this commentary? If we are, how do we know? And if we are not, what price are we paying for not considering the issue?

show abstract

“…I puzzled over which angle ofvision I wanted to take in this particular article -teacher as researcher, researcher as teacher? Research is central and fundamental to the act of teaching... to studying student learning in the context of teaching, and to understanding the consequences for students of being in classrooms with particular kinds of opportunities for learning (Tuyay, Jennings & Dixon, 1995). How could I both show and tell what that means to me and make visible its implications for other teacher researchers in a short reflective essay?…”

Section: University Of California Santa Barbaramentioning

confidence: 99%

Teacher as Researcher/Researcher as Teacher: Multiple Angles of Vision for Studying Learning in the Context of Teaching

Yeager

2006

Language Arts Journal of Michigan

View full text Add to dashboard Cite

Classroom discourse and opportunities to learn: An ethnographic study of knowledge construction in a bilingual third‐grade classroom

Cited by 82 publications

References 17 publications

Preschool instruction and children's emergent literacy growth.

Preschool instruction and children's emergent literacy growth.

Critical Issues: What Counts When Context Counts?: The Uncommon “Common” Language of Literacy Research

Teacher as Researcher/Researcher as Teacher: Multiple Angles of Vision for Studying Learning in the Context of Teaching

Contact Info

Product

Resources

About