Using Discourse Analysis to Improve Classroom Interaction

Rex, Lesley A.; Schiller, Laura

doi:10.4324/9780203876985

Cited by 32 publications

(51 citation statements)

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“…The work of the social constructionist is more complicated than that of a paleontologist, who can take a bone or two of a dinosaur and reconstruct the whole animal. When non-linear systems interact with the environment emergent properties cannot be predicted, because non-linearity leads to instability and uncertainty, hence the need for a theoretical framework which includes methodologies which explicitly investigate the grain of non-linear systems, e.g., discourse analysis, (Mercer 1995(Mercer , 2004Black and Wiliam 2009;Rex and Schiller 2009). Some in the scientific community have recognized the problem of reductionist methodologies and have started to question its credibility, "during the past few decades, more and more scientists have concluded that this and many other of science's traditional assumptions about the way nature operates are fundamentally wrong" (Freedman 1992, p. 30).…”

Section: Differentiating Formative Assessmentmentioning

confidence: 99%

Formative Assessment: Assessment Is for Self-regulated Learning

2012

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The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values, theories, and goals of formative assessment. This article will discuss the extent to which formative feedback actualizes and reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL is predictive of improved academic outcomes and motivation because students acquire the adaptive and autonomous learning characteristics required for an enhanced engagement with the learning process and subsequent successful performance. The theory of formative assessment is found to be a unifying theory of instruction, which guides practice and improves the learning process by developing SRL strategies among learners. In a postmodern era characterized by rapid technical and scientific advance and obsolescence, there is a growing emphasis on the acquisition of learning strategies which people may rely on across the entire span of their life. Research consistently finds that the self-regulation of cognitive and affective states supports the drive for lifelong learning by: enhancing the motivational disposition to learn, enriching reasoning, refining meta-cognitive skills, and improving performance outcomes. The specific purposes of the article are to provide practitioners, administrators and policy-makers with: (a) an account of the very extensive conceptual territory that is the 'theory of formative assessment' and (b) how the goals of formative feedback operate to reveal recondite learning processes, thereby reinforcing SRL strategies which support learning, improve outcomes and actualize the drive for lifelong learning. OverviewThe paper advances the proposition that the theory and practice of formative assessment combines cognition, social, and cultural theories which guide instructional methods and drive self-regulated strategies and lifelong learning competences among learners. The first Educ Psychol Rev (2012) 24:205-249

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Section: Differentiating Formative Assessmentmentioning

confidence: 99%

Formative Assessment: Assessment Is for Self-regulated Learning

2012

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“…This study illustrated how the video analysis assignment opened opportunities for Jay to reflect on the relationship between those positions of power and identity enactment during moment-to-moment classroom interactions. By combining Sherin and van Es's (2009) notion of taking notice through video analysis and Rex and Schiller's (2009) challenge to reflect about power and identity through discourse analysis of classroom interactions, this study makes a significant impact on research about how teacher education programs can use video analysis to help preservice teachers analyze issues of power, positioning, and identity.…”

Section: Discussionmentioning

confidence: 97%

“…Clearly, Jay examined how he enacted his preferred teacher identity by referencing specific moments within the transcripts and videos. Having a transcript to go back to, as suggested by Rex and Schiller (2009), provided Jay with specific evidence rather than abstract talk about putting theory (critical pedagogy) into practice (Mosley, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Discourse analysis is a method for studying language in use as a form of social action and as a tool that communicants Downloaded by [University of Virginia, Charlottesville] at 02:24 14 December 2014 use to perform desired identities in particular contexts. Because classroom interactions are mediated by language and filled with ideology, teachers must have the ability to navigate spontaneous social interactions in ways that situate themselves as the kind of teacher they desire to be (Rex & Schiller, 2009). Because talk is essential to classroom learning, tools of discourse analysis can uncover how that talk builds knowledge through social engagement and creates classroom spaces that promote equitable learning opportunities.…”

Section: Discourse Analysis In Teacher Educationmentioning

confidence: 98%

“…We created this assignment because it is one way to guide preservice teachers into reflection about power negotiation and teacher identity construction through discourse analysis of their classroom interactions (Rex & Schiller, 2009). Discourse analysis is a method for studying language in use as a form of social action and as a tool that communicants Downloaded by [University of Virginia, Charlottesville] at 02:24 14 December 2014 use to perform desired identities in particular contexts.…”

Section: Discourse Analysis In Teacher Educationmentioning

confidence: 99%

See 2 more Smart Citations

Leveling the Field: Negotiating Positions of Power as a Preservice Teacher

Vetter

Meacham

Schieble

2013

Action in Teacher Education

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Set in an undergraduate Secondary English Education Program, this qualitative study draws on theories of power, positioning, and identity to explore how positions of power affect teacher identity construction. Drawn from a larger study, the authors examine how one preservice teacher negotiated positions of power with students in ways that enabled and prohibited him from enacting his preferred teacher identities. In addition, the authors investigated how Jay engaged in reflection about those positions of power through a video analysis project that used discourse analysis and positioning theory. Ultimately, this study contributes to research in teacher education focused on how video analysis can be used to engage students in critical reflection about how positions of power affect teacher identities.

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Promoting Empathetic Reading WithBetween Shades of GrayThrough a Global Blogging Project

Schieble¹,

Kucinskiene²

2019

J Adolescent & Adult Lit

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The authors drew on empirical data from a blogging project that brought English teachers from the United States and Lithuania together online to discuss the young adult novel Between Shades of Gray by Ruta Sepetys. The novel tells the story of a 15‐year‐old girl, Lina, and her family, who are forcibly separated and deported to a Siberian labor camp under Stalin's occupation of the Baltic States during World War II. The authors argue that the pedagogical context sheds light on what an empathetic reading of the state‐sponsored atrocities described in this book might entail, thus avoiding common pitfalls with difficult knowledge when readers are positioned to try on through role‐play or detach through close reading and literary analysis. Throughout, the authors define and promote one possibility of what empathetic reading can look like when pedagogies position readers as empathetic learners.

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Using Discourse Analysis to Improve Classroom Interaction

Cited by 32 publications

References 0 publications

Formative Assessment: Assessment Is for Self-regulated Learning

Formative Assessment: Assessment Is for Self-regulated Learning

Leveling the Field: Negotiating Positions of Power as a Preservice Teacher

Promoting Empathetic Reading WithBetween Shades of GrayThrough a Global Blogging Project

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