Difference between revisions of "Flood2023"
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|Author(s)=Virginia J. Flood; Benedikt W. Harrer; | |Author(s)=Virginia J. Flood; Benedikt W. Harrer; | ||
|Title=Kinetically-held questions: Representational gesture post-stroke holds in whole-class interactions in STEM | |Title=Kinetically-held questions: Representational gesture post-stroke holds in whole-class interactions in STEM | ||
− | |Tag(s)=EMCA; Classroom interaction; Conversation analysis; Gesture; Embodied teaching; IRE/F sequences; IRE-sequences; Whole-class discussions; STEM education | + | |Tag(s)=EMCA; Classroom interaction; Conversation analysis; Gesture; Embodied teaching; IRE/F sequences; IRE-sequences; Whole-class discussions; STEM education |
|Key=Flood2023 | |Key=Flood2023 | ||
|Year=2023 | |Year=2023 | ||
|Language=English | |Language=English | ||
|Journal=Linguistics and Education | |Journal=Linguistics and Education | ||
− | |Pages=101164 | + | |Volume=75 |
+ | |Pages=eid: 101164 | ||
|URL=https://www.sciencedirect.com/science/article/pii/S0898589823000190 | |URL=https://www.sciencedirect.com/science/article/pii/S0898589823000190 | ||
|DOI=10.1016/j.linged.2023.101164 | |DOI=10.1016/j.linged.2023.101164 | ||
|Abstract=Teachers use “kinetically-held” questions by freezing representational gestures and holding them during Initiation-Response-Evaluation/Feedback (IRE/F) sequences in whole-class interactions. Drawing on Kendon's gesture studies and ethnomethodology and conversation analysis, we illustrate the role representational gesture post-stroke holds can play in (1) typical 3-part IRE/F sequences, (2) topically related sets of IRE/F sequences, and (3) expanded sets of reformulated IRE/F sequences. Our analysis demonstrates how held representational gestures in IRE/F sequences contribute to both (a) organizing multiparty participation and (b) providing durable, visuospatial support for the co-construction of classroom knowledge. This study contributes to a better understanding of the understudied phenomenon of how teachers use the timing and temporality of representational gestures in STEM classroom interactions. | |Abstract=Teachers use “kinetically-held” questions by freezing representational gestures and holding them during Initiation-Response-Evaluation/Feedback (IRE/F) sequences in whole-class interactions. Drawing on Kendon's gesture studies and ethnomethodology and conversation analysis, we illustrate the role representational gesture post-stroke holds can play in (1) typical 3-part IRE/F sequences, (2) topically related sets of IRE/F sequences, and (3) expanded sets of reformulated IRE/F sequences. Our analysis demonstrates how held representational gestures in IRE/F sequences contribute to both (a) organizing multiparty participation and (b) providing durable, visuospatial support for the co-construction of classroom knowledge. This study contributes to a better understanding of the understudied phenomenon of how teachers use the timing and temporality of representational gestures in STEM classroom interactions. | ||
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Latest revision as of 12:21, 11 July 2023
Flood2023 | |
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BibType | ARTICLE |
Key | Flood2023 |
Author(s) | Virginia J. Flood, Benedikt W. Harrer |
Title | Kinetically-held questions: Representational gesture post-stroke holds in whole-class interactions in STEM |
Editor(s) | |
Tag(s) | EMCA, Classroom interaction, Conversation analysis, Gesture, Embodied teaching, IRE/F sequences, IRE-sequences, Whole-class discussions, STEM education |
Publisher | |
Year | 2023 |
Language | English |
City | |
Month | |
Journal | Linguistics and Education |
Volume | 75 |
Number | |
Pages | eid: 101164 |
URL | Link |
DOI | 10.1016/j.linged.2023.101164 |
ISBN | |
Organization | |
Institution | |
School | |
Type | |
Edition | |
Series | |
Howpublished | |
Book title | |
Chapter |
Abstract
Teachers use “kinetically-held” questions by freezing representational gestures and holding them during Initiation-Response-Evaluation/Feedback (IRE/F) sequences in whole-class interactions. Drawing on Kendon's gesture studies and ethnomethodology and conversation analysis, we illustrate the role representational gesture post-stroke holds can play in (1) typical 3-part IRE/F sequences, (2) topically related sets of IRE/F sequences, and (3) expanded sets of reformulated IRE/F sequences. Our analysis demonstrates how held representational gestures in IRE/F sequences contribute to both (a) organizing multiparty participation and (b) providing durable, visuospatial support for the co-construction of classroom knowledge. This study contributes to a better understanding of the understudied phenomenon of how teachers use the timing and temporality of representational gestures in STEM classroom interactions.
Notes