Difference between revisions of "Waring-Hruska2012"
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|Journal=Linguistics and Education | |Journal=Linguistics and Education | ||
|Volume=23 | |Volume=23 | ||
| − | |Pages= | + | |Number=3 |
| − | |URL= | + | |Pages=289–300 |
| − | |Abstract=Directives | + | |URL=https://www.sciencedirect.com/science/article/pii/S0898589812000447 |
| − | + | |DOI=10.1016/j.linged.2012.06.002 | |
| − | after-school early literacy program, we describe the | + | |Abstract=Directives are integral to teachers’ pedagogical repertoire, and their efficacy crucial to optimizing learning outcomes. Based on data from a videotaped tutoring session collected at an after-school early literacy program, we describe the specific ways in which certain practices of directives can hinder learner participation and compromise learning opportunities. The analysis is done predominantly in the conversation analytic (CA) framework, and ethnographic details are utilized to contextualize, elaborate, and enrich the CA analysis. Findings of this study contribute to the existing work on directives as well as that on teacher practices in pedagogical interactions. |
}} | }} | ||
Latest revision as of 03:51, 30 November 2019
| Waring-Hruska2012 | |
|---|---|
| BibType | ARTICLE |
| Key | Waring-Hruska2012 |
| Author(s) | Hansun Zhang Waring, Barbara Hruska |
| Title | Problematic directives in pedagogical interaction |
| Editor(s) | |
| Tag(s) | EMCA, Directives, Pedagogical interaction, ESOL, Pre-service and in-service teachers, Teacher education, Classroom research, Conversation analysis, Discourse analysis, Ethnography |
| Publisher | |
| Year | 2012 |
| Language | English |
| City | |
| Month | |
| Journal | Linguistics and Education |
| Volume | 23 |
| Number | 3 |
| Pages | 289–300 |
| URL | Link |
| DOI | 10.1016/j.linged.2012.06.002 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Directives are integral to teachers’ pedagogical repertoire, and their efficacy crucial to optimizing learning outcomes. Based on data from a videotaped tutoring session collected at an after-school early literacy program, we describe the specific ways in which certain practices of directives can hinder learner participation and compromise learning opportunities. The analysis is done predominantly in the conversation analytic (CA) framework, and ethnographic details are utilized to contextualize, elaborate, and enrich the CA analysis. Findings of this study contribute to the existing work on directives as well as that on teacher practices in pedagogical interactions.
Notes
