Difference between revisions of "Maroni2008"
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|Author(s)=Barbara Maroni; Augusto Gnisci; Clotilde Pontecorvo | |Author(s)=Barbara Maroni; Augusto Gnisci; Clotilde Pontecorvo | ||
| − | |Title=Turn-taking in | + | |Title=Turn-taking in classroom interactions: overlapping, interruptions and pauses in primary school |
|Tag(s)=classroom interaction; education; sequential analysis; turn-taking; primary school | |Tag(s)=classroom interaction; education; sequential analysis; turn-taking; primary school | ||
|Key=Maroni2008 | |Key=Maroni2008 | ||
Latest revision as of 11:54, 20 November 2019
| Maroni2008 | |
|---|---|
| BibType | ARTICLE |
| Key | Maroni2008 |
| Author(s) | Barbara Maroni, Augusto Gnisci, Clotilde Pontecorvo |
| Title | Turn-taking in classroom interactions: overlapping, interruptions and pauses in primary school |
| Editor(s) | |
| Tag(s) | classroom interaction, education, sequential analysis, turn-taking, primary school |
| Publisher | |
| Year | 2008 |
| Language | |
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| Journal | European Journal of Psychology of Education |
| Volume | 23 |
| Number | 1 |
| Pages | 59–76 |
| URL | Link |
| DOI | 10.1007/BF03173140 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
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Abstract
This paper examines the rhythm and the management of classroom interaction as an important constituent of a teaching-learning process. Twenty-three lessons in 12 classes (four 2nd grades, four 3rd grades and four 4th grades) of state primary schools spread all over Italy were observed and video taped for a total of 15 hours. The descriptive analysis of the collected data revealed a transformation of children’s and class interactivity and a change in the use of turn-taking strategies (overlaps, interruptions and pauses)—from 2nd to 4th grade. Additionally, it showed that: (1) speaker after overlap changes according to the type of overlap; (2) teachers differ from children in their turn-interrupting strategies (teacher interrupts with supportive and silent turns, whereas children with failed or simple interruptions); (3) log-linear analysis revealed that the next speaker was correlated both with the first speaker and pause duration, but these correlations were independent between them. For a more accurate interpretation of the results various aspects characterizing educational and school interaction were taken into account.
Notes
