Chapter 9. Facilitating children’s elicitation of interlaced narratives in classroom interactions

2021 ◽  
pp. 317-350
Author(s):  
Claudio Baraldi
Keyword(s):  
Classroom Interactions

Social Justice and Critical/Performative Communicative Pedagogy

2011 ◽  
Vol 4 (1) ◽  
pp. 21-34 ◽  
Author(s):  
John T. Warren
Keyword(s):  
Qualitative Research ◽  
Social Justice ◽  
Classroom Interactions ◽  
Point Of View ◽  
Constitutive Relationship ◽  
Just World ◽  
The World ◽  
Analytical Point ◽  
Embodied Pedagogy

Through narratives and critical interrogations of classroom interactions, I sketch an argument for a co-constitutive relationship between qualitative research and pedagogy that imagines a more reflexive and socially just world. Through story, one comes to see an interplay between one's own experiences, one's own desires and one's community — I seek to focus that potential into an embodied pedagogy that highlights power and, as a result, holds all of us accountable for our own situated-ness in systems of power in ways that grant us potential places from which to enact change. Key in this discussion is a careful analytical point of view for seeing the world and a set of practices that work to imagine new ways of talking back.

PHASAL REALIZATIONS IN CLASSROOM DISCOURSE A Systemic-Functional Analysis

TABULARASA ◽  
2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Lasyuli Simbolon
Keyword(s):  
Functional Analysis ◽  
Strong Evidence ◽  
Classroom Discourse ◽  
Social Values ◽  
Classroom Interactions ◽  
Classification Schemes ◽  
Complementary Method ◽  
Academic Knowledge ◽  
Primary Instrument

This article examines the phasal realizations characteristic of the classroom discourse. The data are collected by means of audio-visual recordings and transcriptions, and they are analyzed by employing a complementary method of analysis of Young’s model. The primary instrument of this study is the researcher herself, whereas the secondary instruments are (1) classification schemes of the semiotic aspect in focus, (2) data sheets that contain 4 classroom discourse-in-texts, and (3) notes on each classroom discourse-in-text. The findings reveal that the CD-in-text as a whole is typically realized and characterized by the following: (1) Substantiation (SU) as the most prominent macro-function and the Conclusion (CO) as the least prominent, (2) the Interchange (IC) as the most prominent micro-function and the Apology (AP) as the least prominent. Based on the main findings, there is strong evidence to suggest that the ‘semiotic behavior’ of the CD-in-text as a whole is motivated by the goal-oriented need, and the goal to achieve has tended to be more academic-oriented than social-oriented. In this, the teachers as the primary speakers of the classroom interactions have tended to focus on the transformation of intellectual values (academic knowledge/skills) with the least social values involved therein. The most prominently occurring SU macro-function and IC micro-function are clear indicators of this endeavor. The scope and the objectives of this study have been delimited to investigate CD phenomena at the levels of phase and sub-phase.

Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just

2018 ◽  
Vol 54 ◽  
pp. 82-92 ◽  
Author(s):  
Luciano Gasser ◽  
Jeanine Grütter ◽  
Alois Buholzer ◽  
Alexander Wettstein
Keyword(s):  
Classroom Interactions

Measuring Quality of Classroom Interactions in Italian Primary School: Structural Validity of the CLASS K–3

2018 ◽  
Vol 88 (1) ◽  
pp. 103-122 ◽  
Author(s):  
Claudio Longobardi ◽  
Tiziana Pasta ◽  
Davide Marengo ◽  
Laura Elvira Prino ◽  
Michele Settanni
Keyword(s):  
Primary School ◽  
Classroom Interactions ◽  
Structural Validity
Sign in / Sign up

Export Citation Format

Share Document