Difference between revisions of "King2022"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=King | + | |Author(s)=Allie Hope King; |
|Title=Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching | |Title=Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching | ||
| − | |Tag(s)=EMCA; | + | |Tag(s)=EMCA; Co-teaching; Gifted education; Collaboration; Classroom discourse; Conversation analysis |
|Key=King2022 | |Key=King2022 | ||
|Year=2022 | |Year=2022 | ||
|Language=English | |Language=English | ||
|Journal=Linguistics and Education | |Journal=Linguistics and Education | ||
| − | |DOI= | + | |Volume=67 |
| + | |Number=February 2022 | ||
| + | |Pages=101015 | ||
| + | |URL=https://www.sciencedirect.com/science/article/pii/S0898589822000043 | ||
| + | |DOI=10.1016/j.linged.2022.101015 | ||
|Abstract=Despite extensive interdisciplinary research on co-teaching over the last few decades, the existing body of work still leaves unanswered questions about what teacher collaboration looks like and how, precisely, co-teaching might enhance student learning or even teacher experience. In the first conversation analytic study to be done on co-teaching for gifted students, I examine one first-grade classroom where two head teachers with equal roles instruct accelerated children. I identify two interactional practices (synchronizing and amending) that co-teachers deploy which underlie and maximize the “co-ness” of their collaborative dynamic. In analyzing and describing these practices in detail, I reveal some of the ways in which co-teachers accomplish collaboration, and I also present evidence for how such collaboration can enhance both learning and teaching in a classroom with young students. Findings contribute to a nascent body of discourse analytic research on co-teaching, provide novel insight on co-teaching in gifted classrooms, and lay the groundwork for some practical suggestions for training materials for co-teachers. | |Abstract=Despite extensive interdisciplinary research on co-teaching over the last few decades, the existing body of work still leaves unanswered questions about what teacher collaboration looks like and how, precisely, co-teaching might enhance student learning or even teacher experience. In the first conversation analytic study to be done on co-teaching for gifted students, I examine one first-grade classroom where two head teachers with equal roles instruct accelerated children. I identify two interactional practices (synchronizing and amending) that co-teachers deploy which underlie and maximize the “co-ness” of their collaborative dynamic. In analyzing and describing these practices in detail, I reveal some of the ways in which co-teachers accomplish collaboration, and I also present evidence for how such collaboration can enhance both learning and teaching in a classroom with young students. Findings contribute to a nascent body of discourse analytic research on co-teaching, provide novel insight on co-teaching in gifted classrooms, and lay the groundwork for some practical suggestions for training materials for co-teachers. | ||
}} | }} | ||
Latest revision as of 06:53, 7 June 2023
| King2022 | |
|---|---|
| BibType | ARTICLE |
| Key | King2022 |
| Author(s) | Allie Hope King |
| Title | Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching |
| Editor(s) | |
| Tag(s) | EMCA, Co-teaching, Gifted education, Collaboration, Classroom discourse, Conversation analysis |
| Publisher | |
| Year | 2022 |
| Language | English |
| City | |
| Month | |
| Journal | Linguistics and Education |
| Volume | 67 |
| Number | February 2022 |
| Pages | 101015 |
| URL | Link |
| DOI | 10.1016/j.linged.2022.101015 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Despite extensive interdisciplinary research on co-teaching over the last few decades, the existing body of work still leaves unanswered questions about what teacher collaboration looks like and how, precisely, co-teaching might enhance student learning or even teacher experience. In the first conversation analytic study to be done on co-teaching for gifted students, I examine one first-grade classroom where two head teachers with equal roles instruct accelerated children. I identify two interactional practices (synchronizing and amending) that co-teachers deploy which underlie and maximize the “co-ness” of their collaborative dynamic. In analyzing and describing these practices in detail, I reveal some of the ways in which co-teachers accomplish collaboration, and I also present evidence for how such collaboration can enhance both learning and teaching in a classroom with young students. Findings contribute to a nascent body of discourse analytic research on co-teaching, provide novel insight on co-teaching in gifted classrooms, and lay the groundwork for some practical suggestions for training materials for co-teachers.
Notes
