Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy

Juzwik, Mary M.; Sherry, Michael B.; Cauglan, Samantha; Heintz, Anne; Borsheim-Black, Carlin

doi:10.1177/016146811211400307

Cited by 37 publications

(21 citation statements)

References 38 publications

(23 reference statements)

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“…For instance, the most recent large-scale study of the US classrooms (Nystrand et al , 2003) found that about 90% of student–teacher interactions involved teachers’ known-answer questions. Related research on classroom literary discussion in China, England, Israel and Nigeria, among other countries, similarly indicates that without specific interventions, teachers continue to use known-answer questions to drive discussions about literature (Basmadjian, 2008; Hardman et al , 2008; Juzwik et al , 2013; Nystrand, 2006; Barak and Lefstein, 2021; Olson and Land, 2007; Reznitskaya and Glina, 2013; Wu et al , 1999). This practice is even more common in lower tracked classrooms (Oakes, 2005; Watanabe, 2008), which disproportionately serve Black, Brown and low-income students.…”

Section: Challenge Of Asking Authentic Questions In Classroom Literar...mentioning

confidence: 99%

“…Over recent decades, studies of classroom discussions in language arts (LA) have shown that teachers’ open-ended or authentic questions – questions that invite multiple and sometimes conflicting responses – support rich, generative interpretive sensemaking about literary texts (Juzwik et al , 2013; McCann et al , 2006; Nystrand et al , 2003; Sosa et al , 2016). Currently, many teachers practice open-ended questioning in their teacher education programs and believe in the value of such questions.…”

Section: Challenge Of Asking Authentic Questions In Classroom Literar...mentioning

confidence: 99%

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Authority and authenticity in teachers’ questions about literature in three contexts

Levine

Hauser

Smith

2022

ETPC

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Purpose This study aims to explore the authentic questioning practices of English Language Arts teachers. Although language arts (LA) education emphasizes the value of authentic questions in discussions about literature, teachers still tend to ask known-answer questions that guide students toward one literary interpretation. However, outside their classrooms, teachers talk about literary texts from stances of openness and curiosity. Helping teachers recognize and draw on their out-of-school literary practices might help them disrupt entrenched known-answer discourses. The authors studied how the same teachers asked questions about literature in different settings. The authors asked: To what degree and in what ways did teachers’ questions about literature change when they took on different roles in discussions of literature? Design/methodology/approach Drawing on theories of classroom discourses and everyday practices, this study compared and analyzed types of questions asked by high school teachers as they took on three roles: teacher in the high school classroom, discussion leader in a professional development and everyday reader in discussion. Findings Analysis showed that as participants moved further away from their teacher role, they were more likely to ask authentic, curiosity-driven questions that engaged fellow readers in exploratory, dialogic interpretation. They were less likely to attempt to maintain authority over students’ interpretations. Research limitations/implications The authors hope researchers will build on these explorations of teacher stances and language in different roles, so we can work toward disrupt entrenched known-answer discourses in the classroom. Practical implications Drawing on this study’s findings about questioning practices of participants in their role as reader (as opposed to discussion leader or classroom teacher), the authors suggest that teachers and teacher educators consider the following: First, teachers need to understand the power of interpretive authority and known-answer discourses and compare them explicitly to their own everyday practices through rehearsals and reflection. Second, teachers might focus less on theme and more on exploration of individual lines, patterns and unusual authorial moves. Finally, when preparing to teach, if teachers can reconnect with the stance and language of uncertainty and curiosity, they are likely to ask more authentic questions. Social implications These findings suggest both the power of entrenched known-answer discourses to constrain and the potential power of making visible and drawing on teachers’ literary reading practices in out-of-school contexts. Originality/value To the best of the authors’ knowledge, no studies have made an empirical comparison of the relationship between the role a teacher takes on during discussion and the kinds of questions they ask about literature. This study offers insight into the value of everyday curiosity and other out-of-school resources that teachers could – but often do not – bring to their facilitations of classroom discussions. The findings suggest that teachers, teacher educators and researchers must recognize and recruit teachers’ everyday practices to the LA classroom.

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Section: Challenge Of Asking Authentic Questions In Classroom Literar...mentioning

confidence: 99%

Section: Challenge Of Asking Authentic Questions In Classroom Literar...mentioning

confidence: 99%

Authority and authenticity in teachers’ questions about literature in three contexts

Levine

Hauser

Smith

2022

ETPC

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“…Teachers wishing to support dialogic talk also face the challenges of moving beyond scripted talk, managing a sense of loss of control of class (Adler, Rougle, Kaiser, & Caughlan, 2003Chinn, Anderson, & Waggoner, 2001), and needing to trust uncertainty and a kind of chaos of dialogism (Aukerman, Belfatti, & Santori, 2008). Some teachers fear that discussion reduces content coverage (Caughlan, Juzwik, Borsheim-Black, Kelly, & Fine, 2013) or exam preparation (Juzwik, Sherry, Caughlan, Heintz, & Borsheim, 2012). Given more space to interpret texts and topics, students may develop seemingly peculiar interpretations (Lee, 2001) or raise themes teachers are unprepared (or unwilling) to facilitate--for example, death in the family (Möller, 2004) or race-related issues (Rogers, Marshall, & Tyson, 2006).…”

Section: Challenges In Enacting Dialogic Instructionmentioning

confidence: 99%

“…A focus on students and interactions is supported by noticing (Sherin, Jacobs, & Phillip, 2011), enabled by observing videos of one's own teaching (Heintz, Borsheim, Caughlan, Juzwik, & Sherry, 2010;Juzwik et al, 2012), writing reflections (Rogers et al, 2006), and transcribing interactions (Meneses et al, 2018). Rosaen, Lundberg, Cooper, Fritzen, and Terpstra (2008) found video-prompted reflection on discussion enabled teacher learning in ways memory-based reflections did not; video shifted PSTs' focus from management to instruction, aided noticing specific learner actions beyond general trends, and helped shift teacher focus to student focus.…”

Section: Teachers Learning Dialogic Instructionmentioning

confidence: 99%

Challenges for Preservice Teachers in Learning to Lead Discussions: Inquiry in Diverse Classrooms

Athanases¹

2019

Proceedings of the 2019 AERA Annual Meeting

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While research documents learning and academic affordances of discussion, less is known about how novice teachers learn to enact discussion and how teacher education supports such learning, especially for culturally and linguistically diverse classes. Our study features an innovation to guide and learn from 81 preservice teachers over four years about their first attempts at class discussion and the challenges they report in this work. Analyzing data from teachers' classroom-based inquiry reflections and analyses, we identified themes in dialogic first-attempts and student-focused and teacher preparation related challenges in realizing the potential of dialogic instruction.

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“…If video teaching is used for teaching, we can nd that there are many advantages in the form of video teaching: through video teaching, we can turn the originally boring teaching content into a video with pictures, text and sound, so as to attract students' interest and facilitate their understanding [6]. Compared with many other teaching methods, video teaching can save classroom time and increase classroom content, thus improving teaching e ciency and curriculum effectiveness, and saving time for teachers and students [7].…”

Section: Introductionmentioning

confidence: 99%

Application of big data classification effects based on neural network in video English course and relevant optimization suggestions

Suyun

Suying²

2023

Preprint

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Due to the improvement of Internet technology and information technology, more and more students hope to learn and consolidate knowledge through video in the classroom. Teachers are more accustomed to using video in the classroom to improve and improve their teaching quality. In the current English class, teachers and students are more accustomed to using video English for teaching. English teaching videos are informative, intuitive and efficient. Through video teaching, we can make the classroom atmosphere more interesting, thus simplifying complex problems. In this context, this paper analyzes how neural networks can improve the application effect of English video courses in the context of big data, optimizes the pdcno algorithm by using the neural network principle, and then discusses the impact of the optimized pdcno algorithm on classification and system performance. This improves the accuracy of English video, reduces the execution time of the algorithm and reduces the memory occupation. Compared with ordinary video, the training time required under the same training parameters is shorter, and the convergence speed of the model itself will be faster. From the students' attitude towards video teaching, we can see that students prefer video English teaching, which also reflects the effectiveness of neural network big data in English video teaching. This paper introduces the neural network and big data technology into the video English course to improve the teaching effectiveness.

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Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy

Cited by 37 publications

References 38 publications

Authority and authenticity in teachers’ questions about literature in three contexts

Authority and authenticity in teachers’ questions about literature in three contexts

Challenges for Preservice Teachers in Learning to Lead Discussions: Inquiry in Diverse Classrooms

Application of big data classification effects based on neural network in video English course and relevant optimization suggestions

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