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Teacher Talk in Middle School History: Differences Across Instructional Conditions and Their Impact on Seventh Graders' Learning
Teacher Talk in Middle School History: Differences Across Instructional Conditions and Their Impact on Seventh Graders' Learning
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105141
- ISBN
- 9798265408525
- DDC
- 370
- 서명/저자
- Teacher Talk in Middle School History: Differences Across Instructional Conditions and Their Impact on Seventh Graders Learning
- 발행사항
- [Sl] : Harvard University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 215 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-05, Section: A.
- 주기사항
- Advisor: Uccelli, Paola.
- 학위논문주기
- Thesis (Ph.D.)--Harvard University, 2025.
- 초록/해제
- 요약Middle school social studies classrooms present unique challenges and opportunities for promoting disciplinary understanding and school-relevant language for all students in linguistically diverse settings. Discussion-based pedagogies have been shown to support student learning in these contexts, but, besides being underused, the hypothesis that teacher talk might mediate this relation remains untested. Thus, this dissertation developed and applied the History Teacher Talk Coding System (HTT), a novel instrument for analyzing the quantity and quality of cross-disciplinary and history-specific teacher talk through three key levers of responsive instruction for linguistically diverse classrooms: general discussion, historical reasoning, and language development. The data for this dissertation's three studies are drawn from two randomized control trials (RCTs) testing the World Generation (WorldGen) discussion-based social studies curriculum in classrooms serving large proportions of Emergent Bilinguals (Capin et al., under preparation; Martinez et al., 2024). The WorldGen studies featured a within-teacher design, in which teachers' seventh-grade classes were randomly assigned to either treatment or comparison (i.e., teachers' typical) instruction. Study 1 developed the HTT and examined its sensitivity for detecting variability in teacher talk. Line-by-line coding of teachers' instruction across instructional conditions indicated that the HTT was sensitive to differences in teacher talk by condition, teacher, and lesson. Teachers facilitated greater and richer use of General Discussion and Historical Reasoning moves during treatment lessons; however, little variation was noted in Vocabulary Instruction across conditions. In Study 2, I applied the HTT to a larger sample. Findings revealed that-relative to comparison instruction-when teachers used WorldGen, they and their students engaged in more Instructional Talk, and teachers fostered greater discussion, provided additional scaffolding for historical reasoning, and increased student-centered vocabulary instruction. Finally, in Study 3, I used hierarchical linear modeling to replicate the WorldGen intervention's main effects and test whether the quantity and quality (both frequency and diversity) of teacher talk mediated the intervention's effects on students' content knowledge, vocabulary, and disciplinary literacy (i.e., historical thinking). Treatment effects replicated those in the larger RCT, and the quantity and, particularly, the quality of teacher talk mediated the curriculum's impact on students' content and language outcomes. Altogether, this dissertation offers a novel methodological tool that has generated empirical evidence for advancing the field's understanding of discussion-rich, linguistically responsive teaching in social studies. These findings underscore the mediating effect of high-quality, multidimensional teacher talk on the simultaneous development of students' content knowledge and language proficiency.
- 일반주제명
- Education
- 일반주제명
- History
- 일반주제명
- Educational psychology
- 일반주제명
- Teacher education
- 키워드
- Coding scheme
- 키워드
- Discussion
- 키워드
- Teacher talk
- 기타저자
- Harvard University Education
- 기본자료저록
- Dissertations Abstracts International. 87-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202105141
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■020 ▼a9798265408525
■035 ▼a(MiAaPQ)AAI32240654
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aAndreev, Linda Stephanie.
■24510▼aTeacher Talk in Middle School History: Differences Across Instructional Conditions and Their Impact on Seventh Graders' Learning
■260 ▼a[Sl]▼bHarvard University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a215 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-05, Section: A.
■500 ▼aAdvisor: Uccelli, Paola.
■5021 ▼aThesis (Ph.D.)--Harvard University, 2025.
■520 ▼aMiddle school social studies classrooms present unique challenges and opportunities for promoting disciplinary understanding and school-relevant language for all students in linguistically diverse settings. Discussion-based pedagogies have been shown to support student learning in these contexts, but, besides being underused, the hypothesis that teacher talk might mediate this relation remains untested. Thus, this dissertation developed and applied the History Teacher Talk Coding System (HTT), a novel instrument for analyzing the quantity and quality of cross-disciplinary and history-specific teacher talk through three key levers of responsive instruction for linguistically diverse classrooms: general discussion, historical reasoning, and language development. The data for this dissertation's three studies are drawn from two randomized control trials (RCTs) testing the World Generation (WorldGen) discussion-based social studies curriculum in classrooms serving large proportions of Emergent Bilinguals (Capin et al., under preparation; Martinez et al., 2024). The WorldGen studies featured a within-teacher design, in which teachers' seventh-grade classes were randomly assigned to either treatment or comparison (i.e., teachers' typical) instruction. Study 1 developed the HTT and examined its sensitivity for detecting variability in teacher talk. Line-by-line coding of teachers' instruction across instructional conditions indicated that the HTT was sensitive to differences in teacher talk by condition, teacher, and lesson. Teachers facilitated greater and richer use of General Discussion and Historical Reasoning moves during treatment lessons; however, little variation was noted in Vocabulary Instruction across conditions. In Study 2, I applied the HTT to a larger sample. Findings revealed that-relative to comparison instruction-when teachers used WorldGen, they and their students engaged in more Instructional Talk, and teachers fostered greater discussion, provided additional scaffolding for historical reasoning, and increased student-centered vocabulary instruction. Finally, in Study 3, I used hierarchical linear modeling to replicate the WorldGen intervention's main effects and test whether the quantity and quality (both frequency and diversity) of teacher talk mediated the intervention's effects on students' content knowledge, vocabulary, and disciplinary literacy (i.e., historical thinking). Treatment effects replicated those in the larger RCT, and the quantity and, particularly, the quality of teacher talk mediated the curriculum's impact on students' content and language outcomes. Altogether, this dissertation offers a novel methodological tool that has generated empirical evidence for advancing the field's understanding of discussion-rich, linguistically responsive teaching in social studies. These findings underscore the mediating effect of high-quality, multidimensional teacher talk on the simultaneous development of students' content knowledge and language proficiency.
■590 ▼aSchool code: 0084.
■650 4▼aEducation
■650 4▼aHistory
■650 4▼aEducational psychology
■650 4▼aTeacher education
■653 ▼aCoding scheme
■653 ▼aDiscussion
■653 ▼aHistory Teacher Talk Coding System
■653 ▼aTeaching practices
■653 ▼aLanguage and literacy
■653 ▼aTeacher talk
■690 ▼a0515
■690 ▼a0530
■690 ▼a0525
■690 ▼a0578
■71020▼aHarvard University▼bEducation.
■7730 ▼tDissertations Abstracts International▼g87-05A.
■790 ▼a0084
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359579▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
