The Hollywood teachers' perspective on authority

Kelly, Sean; Caughlan, Samantha

doi:10.1080/1554480x.2011.532086

Cited by 12 publications

(2 citation statements)

References 25 publications

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“… Note. Revision of table first reported in Kelly and Caughlan (2011). a Results are a combined average for Grade 8 and Grade 9, weighted by number of coded questions. See Tables 2.5 and 2.6 in Nystrand and Gamoran (1997). b Statistics reported here are from the raw data, and depart slightly from those reported in Gamoran and Kelly (2003), which used an analytic sample of 64 of the classes. c See Kelly (2007) for further details on the Partnership for Literacy Study. d The Opening Dialogue study took place in eight midwestern communities.…”

Section: Classroom Discourse and Authentic Questionsmentioning

confidence: 99%

Automatically Measuring Question Authenticity in Real-World Classrooms

Kelly

Olney

Donnelly

et al. 2018

Educational Researcher

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Analyzing the quality of classroom talk is central to educational research and improvement efforts. In particular, the presence of authentic teacher questions, where answers are not predetermined by the teacher, helps constitute and serves as a marker of productive classroom discourse. Further, authentic questions can be cultivated to improve teaching effectiveness and consequently student achievement. Unfortunately, current methods to measure question authenticity do not scale because they rely on human observations or coding of teacher discourse. To address this challenge, we set out to use automatic speech recognition, natural language processing, and machine learning to train computers to detect authentic questions in real-world classrooms automatically. Our methods were iteratively refined using classroom audio and human-coded observational data from two sources: (a) a large archival database of text transcripts of 451 observations from 112 classrooms; and (b) a newly collected sample of 132 high-quality audio recordings from 27 classrooms, obtained under technical constraints that anticipate large-scale automated data collection and analysis. Correlations between human-coded and computer-coded authenticity at the classroom level were sufficiently high (r = .602 for archival transcripts and .687 for audio recordings) to provide a valuable complement to human coding in research efforts.

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Section: Classroom Discourse and Authentic Questionsmentioning

confidence: 99%

Automatically Measuring Question Authenticity in Real-World Classrooms

Kelly

Olney

Donnelly

et al. 2018

Educational Researcher

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“…que no se haya preguntado qué explicación de tal o cual hecho difunden los relatos fílmicos o cómo influyen en la configuración de nuestras conciencias e imaginarios colectivos (e.g., Denzin, 1989Denzin, y 2004García, 2010;Giroux, 2003;Prendergast, 1986;Pearson, Curtis, Haney, & Zhang, 2003;Shohat & Stam, 2002;Sutherland & Feltey, 2010). Los investigadores del ámbito de la educación también han recurrido al cine para explorar qué ocurre en las aulas, cómo son los docentes y los alumnos y cualquier otra problemática imaginable (e.g., Beyerbach, 2005;Breault, 2009;Dalton, 2010;Ellsmore, 2005;Espelt, 2001;Kelly & Caughlan, 2011;García, 2001;Loscertales, 1999;Loscertales & Núñez, 2001;Zaplana, 2005). Finalmente, el campo de la EF y el deporte también ha contribuido a esta proliferación discursiva (e.g., Barbero, 2011;Barbero & Rodríguez, 2010, 2012y 2013Duncan, Nolan, & Wood, 2002;Galak, 2009;García, 2001;Linder, 2009;Marañón, 2005;Marín, 2004;McCullick et al, 2003;Pérez-López, 2013;Poulton & Roderick, 2008).…”

Section: Las Películas No Son Entendidas Por La Generación Adulta Actunclassified

Physical Education teachers (re)presentation in the movies

Barbero-González¹,

Rodríguez-Campazas²

2017

CCD

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ResumenObjetivo: analizar la (re)presentación del profesorado de Educación Física (EF, en adelante) en el cine. Tomando como referencia el trabajo de McCullick, Belcher, Hardin y Hardin (2003) basado en 18 películas estadounidenses del periodo 1990-2000, se amplía la muestra (épocas, países de origen y modalidad-características de las películas) y se contrastan las conclusiones. Método: análisis de contenido reproduciendo en buena medida el proceso seguido en el estudio mencionado. Conclusiones: un gran acuerdo y bastantes discrepancias con el trabajo de referencia. El acuerdo concierne a la similitud de idiosincrasia e identidad del entre el profesor de EF y el entrenador deportivo de modo que las diferencias entre ellos son indescifrables. Los desacuerdos giran en torno a i) las carencias en el quehacer pedagógico de los docentes de EF en comparación con los de las otras áreas; ii) la idea de que el profesorado de EF, por acción u omisión, acose o humille a sus alumnos: si bien dicha caracterización aparece, no siempre es así y, además, en el caso del bullying, los docentes de EF se muestran tan incompetentes e insensibles como los de las otras materias; y iii) sobre la caracterización de las profesoras como "butch lesbians", de los docentes varones como "hormone-raging heterosexuals" y, también estos últi-mos, como graciosillos o maleducados bufones. (2003), based on 18 films produced in the USA between 1990-2000, the sample is broadened (contexts, countries, movie's features) and conclusions are compared. Method: Content analysis reproducing to a great extent the process followed by the mentioned study. Conclusions: One big agreement and many discrepancies with the reference article. The agreement refers to the confusing contexts, idiosyncrasies and identities of PE teachers and coaches so the differences between those figures are indecipherable. Discrepancies revolve around: i) PE teachers' lack of pedagogical ability in comparison with others; ii) the idea that PE teachers, by action or omission, humiliate and bully their pupils: although such characterization is sometimes evident, that's not always the case and, furthermore, PE teachers seem to be as incompetent and insensitive in dealing with bullying as those of other subjects; and iii) about the general characterization of female PE teachers as "butch lesbians", and their male counterparts as "hormone-raging heterosexuals" and ill-educated "buffoons".

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Turning to Educational Knowledge: Classification and Framing

Barrett

2024

SpringerBriefs in Education

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The Hollywood teachers' perspective on authority

Cited by 12 publications

References 25 publications

Automatically Measuring Question Authenticity in Real-World Classrooms

Automatically Measuring Question Authenticity in Real-World Classrooms

Physical Education teachers (re)presentation in the movies

Turning to Educational Knowledge: Classification and Framing

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