서브메뉴
검색
Think About It, Talk About It: Exploring the Intersection of Knowledge and Discourse During Text-Based Discussions
Think About It, Talk About It: Exploring the Intersection of Knowledge and Discourse During Text-Based Discussions
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151150
- ISBN
- 9798382322551
- DDC
- 372
- 서명/저자
- Think About It, Talk About It: Exploring the Intersection of Knowledge and Discourse During Text-Based Discussions
- 발행사항
- [Sl] : Michigan State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 207 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Al-Adeimi, Shireen.
- 학위논문주기
- Thesis (Ph.D.)--Michigan State University, 2024.
- 초록/해제
- 요약Knowledge development, application, and refinement are essential parts of students' reading. One way to observe how students use their knowledge as they read is through talk. Studies routinely indicate that though reading is a social endeavor, teachers spend most of the allotted instructional time talking or using discourse patterns that do not promote critical or analytical thought about text. Additionally, teachers appear to rely on content knowledge, previously taught knowledge, and their own experiences to facilitate lessons rather than the diverse knowledge their students have. In response to these findings, this study examined how a sixth grade English language arts co-teaching team implemented a dialogic protocol called Spider Web Discussions using conceptually-coherent texts or a selection of texts on a similar theme (TB-SWDs), designed to support students' knowledge expression and co-construction for productive classroom discourse. The present study investigated the following research questions: (1) what are the affordances and challenges of using Spider Web Discussions in a sixth-grade language arts context?; (2) in what ways do sixth-grade students apply feedback from previous Spider Web Discussions to subsequent discussions?; and (3) how do students use knowledge, rigorous thinking, and discussion structures to engage in meaning-making with peers though Spider Web Discussions?To answer these questions, I conducted a multiple-case study to analyze students' interactions and classroom discourse. Eight discussions were video-recorded and analyzed from five class periods over the course of four months. In total, 147 minutes of observational data were collected across the eight recordings. Videos were coded for the lessons using provisional codes of types of knowledge, and analyzed for knowledge development, rigor, and discourse interactions between and among teachers/students. A researcher-developed tool called the Knowledge Assessment for Talk through Comprehension (the KAT-C) was deployed to assist with the analysis.In the study, it was observed that TB-SWDs provided many affordances, including social, academic, and management concepts. Additionally, many challenges such as control and individualistic tendencies were also observed. Within the TB-SWD, students frequently used multiple kinds of knowledge and social supports, engaging with a variety of different discussion structures. Additionally, students showed growth in how they used text evidence to support their knowledge co-construction and revision. This study brings to the forefront the need for student-led discourse opportunities where teacher intervention is limited to support agency and higher-order thinking. When students can engage independently in knowledge-centric discussions about text, they can utilize nuanced, higher-order thinking and develop a more comprehensive understanding of text. These discussions would not have the same richness if they were facilitated in traditional teacher-facilitated settings where a certain answer is expected.This study contributes to the field's understanding of both student-centered classroom discourse (i.e., where the teacher has a minimal or observer role) and how students use knowledge in-the-moment to make meaning from text through talk.
- 일반주제명
- Reading instruction
- 일반주제명
- Curriculum development
- 일반주제명
- Educational psychology
- 일반주제명
- Teacher education
- 기타저자
- Michigan State University Curriculum Instruction and Teacher Education - Doctor of Philosophy
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017161014
■00520250211151150
■006m o d
■007cr#unu||||||||
■020 ▼a9798382322551
■035 ▼a(MiAaPQ)AAI31235351
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a372
■1001 ▼aBaumann, Jennie M.▼0(orcid)0000-0002-7395-285X
■24510▼aThink About It, Talk About It: Exploring the Intersection of Knowledge and Discourse During Text-Based Discussions
■260 ▼a[Sl]▼bMichigan State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a207 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Al-Adeimi, Shireen.
■5021 ▼aThesis (Ph.D.)--Michigan State University, 2024.
■520 ▼aKnowledge development, application, and refinement are essential parts of students' reading. One way to observe how students use their knowledge as they read is through talk. Studies routinely indicate that though reading is a social endeavor, teachers spend most of the allotted instructional time talking or using discourse patterns that do not promote critical or analytical thought about text. Additionally, teachers appear to rely on content knowledge, previously taught knowledge, and their own experiences to facilitate lessons rather than the diverse knowledge their students have. In response to these findings, this study examined how a sixth grade English language arts co-teaching team implemented a dialogic protocol called Spider Web Discussions using conceptually-coherent texts or a selection of texts on a similar theme (TB-SWDs), designed to support students' knowledge expression and co-construction for productive classroom discourse. The present study investigated the following research questions: (1) what are the affordances and challenges of using Spider Web Discussions in a sixth-grade language arts context?; (2) in what ways do sixth-grade students apply feedback from previous Spider Web Discussions to subsequent discussions?; and (3) how do students use knowledge, rigorous thinking, and discussion structures to engage in meaning-making with peers though Spider Web Discussions?To answer these questions, I conducted a multiple-case study to analyze students' interactions and classroom discourse. Eight discussions were video-recorded and analyzed from five class periods over the course of four months. In total, 147 minutes of observational data were collected across the eight recordings. Videos were coded for the lessons using provisional codes of types of knowledge, and analyzed for knowledge development, rigor, and discourse interactions between and among teachers/students. A researcher-developed tool called the Knowledge Assessment for Talk through Comprehension (the KAT-C) was deployed to assist with the analysis.In the study, it was observed that TB-SWDs provided many affordances, including social, academic, and management concepts. Additionally, many challenges such as control and individualistic tendencies were also observed. Within the TB-SWD, students frequently used multiple kinds of knowledge and social supports, engaging with a variety of different discussion structures. Additionally, students showed growth in how they used text evidence to support their knowledge co-construction and revision. This study brings to the forefront the need for student-led discourse opportunities where teacher intervention is limited to support agency and higher-order thinking. When students can engage independently in knowledge-centric discussions about text, they can utilize nuanced, higher-order thinking and develop a more comprehensive understanding of text. These discussions would not have the same richness if they were facilitated in traditional teacher-facilitated settings where a certain answer is expected.This study contributes to the field's understanding of both student-centered classroom discourse (i.e., where the teacher has a minimal or observer role) and how students use knowledge in-the-moment to make meaning from text through talk.
■590 ▼aSchool code: 0128.
■650 4▼aReading instruction
■650 4▼aCurriculum development
■650 4▼aEducational psychology
■650 4▼aTeacher education
■653 ▼aClassroom discourse
■653 ▼aKnowledge development
■653 ▼aRigorous thinking
■653 ▼aSpider Web Discussions
■653 ▼aText-based discussion
■690 ▼a0535
■690 ▼a0530
■690 ▼a0525
■690 ▼a0727
■71020▼aMichigan State University▼bCurriculum, Instruction, and Teacher Education - Doctor of Philosophy.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0128
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161014▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
