Difference between revisions of "Gardner2013"

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|Author(s)=Rod Gardner; Ilana Mushin
 
|Author(s)=Rod Gardner; Ilana Mushin
 
|Title=Teachers telling: Informings in an early years classroom
 
|Title=Teachers telling: Informings in an early years classroom
|Tag(s)=EMCA; Teachers; Classroom interactions;  
+
|Tag(s)=EMCA; Teachers; Classroom interactions;
 
|Key=Gardner2013
 
|Key=Gardner2013
 
|Year=2013
 
|Year=2013
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|Number=2
 
|Number=2
 
|Pages=63–81
 
|Pages=63–81
|URL=http://austjourcomm.org/index.php/ajc/article/view/6/66
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|URL=https://search.informit.com.au/documentSummary;dn=823822113788011;res=IELAPA
 
|Abstract=Informings (assertions or tellings) are a fundamental action type for transferring knowledge from a knowing participant to an unknowing one in an interaction. They form a complementary pair with questions. In this study, we draw on video- and audio-taped data from a primary school in central Queensland. We investigate the distribution and sequential occurrence of informings in about 15 hours of classroom recordings. Whereas questions by teachers are very common, we found informings to be relatively infrequent. In particular, teachers were found to pass on factual information directly to students rarely. Informings were found to occur most frequently after other strategies, and in particular, questions, had been tried.
 
|Abstract=Informings (assertions or tellings) are a fundamental action type for transferring knowledge from a knowing participant to an unknowing one in an interaction. They form a complementary pair with questions. In this study, we draw on video- and audio-taped data from a primary school in central Queensland. We investigate the distribution and sequential occurrence of informings in about 15 hours of classroom recordings. Whereas questions by teachers are very common, we found informings to be relatively infrequent. In particular, teachers were found to pass on factual information directly to students rarely. Informings were found to occur most frequently after other strategies, and in particular, questions, had been tried.
 
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Latest revision as of 14:43, 4 December 2019

Gardner2013
BibType ARTICLE
Key Gardner2013
Author(s) Rod Gardner, Ilana Mushin
Title Teachers telling: Informings in an early years classroom
Editor(s)
Tag(s) EMCA, Teachers, Classroom interactions
Publisher
Year 2013
Language
City
Month
Journal Australian Journal of Communication
Volume 40
Number 2
Pages 63–81
URL Link
DOI
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

Informings (assertions or tellings) are a fundamental action type for transferring knowledge from a knowing participant to an unknowing one in an interaction. They form a complementary pair with questions. In this study, we draw on video- and audio-taped data from a primary school in central Queensland. We investigate the distribution and sequential occurrence of informings in about 15 hours of classroom recordings. Whereas questions by teachers are very common, we found informings to be relatively infrequent. In particular, teachers were found to pass on factual information directly to students rarely. Informings were found to occur most frequently after other strategies, and in particular, questions, had been tried.

Notes