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• ICCA2018 panel on teacher questioning
  |Full title=CFP: ICCA2018 panel on teacher questioning |Short summary=CFP: ICCA 2018 panel on the granularity of teacher questioning, DL: 8th Sept to organizers, 30th Sept abstract due
  5 KB (696 words) - 13:43, 17 July 2018
• Maelardalens University Postdoc in Educational sciences and (language) teacher development, with a focus on classroom interaction and participation 2023
  ...tle=Mälardalens University Postdoc in Educational sciences and (language) teacher development, with a focus on classroom interaction and participation 2023 |Announcement text='''Postdoc in Educational sciences and (language) teacher development, with a focus on classroom interaction and participation'''
  5 KB (734 words) - 19:14, 23 January 2023

Page text matches

• Edge Study PhD Scholarship Melbourne Graduate School of Education 2022
  |Short summary=PhD Scholarship with the Edge Study: The project is focused on teacher-child interactions in early childhood education! Apps Close 31 Aug 22 https ...from eligible graduates for a PhD position studying the quality of child–teacher interactions in three-year-old kindergarten programs. The PhD position is p
  4 KB (595 words) - 20:20, 28 June 2022
• EMCA Organizations
  ...w.tc.columbia.edu/lansi/ Language and Social Interaction Working Group] at Teacher's College Columbia University, NY
  6 KB (754 words) - 22:52, 14 December 2022
• Antaki2013a
  ...ty over the answerer (as in the canonical case of the classroom, where the teacher knows more than the pupil). But the instructional power of test questions m
  1 KB (195 words) - 10:44, 1 December 2019
• Lindwall-Ekstroem2012
  ...to the students who need further guidance. In the interaction between the teacher and the novice student, the reasoned character of the instructed actions is
  2 KB (278 words) - 09:59, 30 November 2019
• Majlesi2014
  ...ence is initiated by the teacher. This interactive scaffolding between the teacher and the student, to use meta-talk and to talk about abstract grammar, requi
  2 KB (302 words) - 11:08, 11 March 2016
• Marguttia-Drew2014
  ...Analysis; primary teaching; teacher– student interaction; teacher talk; teacher evaluation; ...on functional categories of actions, characterizing forms and functions of teacher questions and follow-up moves in IRE sequences. Using Conversation Analysis
  2 KB (238 words) - 03:41, 1 September 2017
• KNiemi2014
  ...ocuses on one episode that illustrates how the boys, in the absence of the teacher, invoke, share and switch frames within the dispute. Using pretence, they p
  2 KB (284 words) - 12:06, 11 March 2016
• Leyland2014
  ...ond Language Acquisition (SLA) researchers yielding valuable insights into teacher-student interaction (e.g. Sert, 2013) and student-student interaction (e.g.
  2 KB (252 words) - 09:43, 9 December 2019
• Ivaldi2016
  ...playing, thus indicating to the teacher which version they would like the teacher to hear for assessment and feedback, and which to ignore. The study highlig
  2 KB (246 words) - 01:05, 27 December 2019
• Hall-Smotrova2013
  |Title=Teacher self-talk: Interactional resource for managing instruction and eliciting em ...resolved by keeping students’ focus on the instructional task. Moreover, teacher self-talk acts as an affordance for eliciting self-initiated empathetic res
  2 KB (248 words) - 14:41, 2 March 2016
• Baecher2014
  ...s suggest that video-based observations impacted the content and extent of teacher candidate reflection during post-observation discussions, enabling candidat
  1 KB (133 words) - 07:48, 12 March 2016
• Sert2013
  ...plays of insufficient knowledge were found to be visual resources that the teacher uses in order to move the classroom activity forward, by first initiating a
  2 KB (332 words) - 10:03, 27 February 2016
• Niemi2015
  ...teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders an
  1 KB (144 words) - 04:41, 15 December 2019
• Hilbert2012
  |Abstract=Melvin Pollner was a teacher, scholar, and astute academician. He was also a seeker regarding the nature
  758 bytes (106 words) - 10:25, 30 November 2019
• Koole2012a
  |Title=Teacher evaluations: Assessing “knowing”, “understanding”, and “doing” ...‘knowing’, or with students’ ‘doing’ – for example when the teacher treats a wrong answer as a mistake -, not with students’ ‘understanding
  1 KB (178 words) - 10:11, 30 November 2019
• Koshik-Seo2012
  ...pants' situated identities as language learner/student and language expert/teacher are contingently constructed and negotiated in and through their talk and o
  1 KB (206 words) - 13:58, 25 February 2016
• Park2012a
  ...the participants is made relevant throughout the session; in general, the teacher is in a more knowledgeable position, whereas the student is in a less knowl
  2 KB (230 words) - 09:04, 30 November 2019
• Park2012b
  ...dvice in two sequentially different environments: (1) as a response to the teacher's elicitation and (2) as an independent advice-seeking initiation. The anal
  2 KB (255 words) - 13:38, 24 February 2016
• Pillet-Shore2012b
  |Title=The problems with praise in parent-teacher interaction ...social interaction. Examining video-recorded naturally occurring parent–teacher conference interactions, this article demonstrates that participants treat
  1 KB (163 words) - 13:32, 17 June 2017
• Sert-Walsh2013
  ...; Second language acquisition; Education; claiming insufficient knowledge; teacher–student interaction; conversation analysis; classroom interactional compe ...ave implications for the analysis of insufficient knowledge, for teaching, teacher education and in particular for L2 Classroom Interactional Competence (Wals
  2 KB (261 words) - 08:33, 13 January 2019

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