상세정보
Export to Refworks부가기능
Investigating Scaffolding Strategies for Promoting Reasoning-Based, Collaborative Discourse with Linguistically Diverse Learners in the Mainstream Classroom
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Investigating Scaffolding Strategies for Promoting Reasoning-Based, Collaborative Discourse with Linguistically Diverse Learners in the Mainstream Classroom. |
| 개인저자 | Mikelis, Stephanie. |
| 단체저자명 | Boston University. Education SED. |
| 발행사항 | [S.l.]: Boston University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 305 p. |
| 기본자료 저록 | Dissertations Abstracts International 80-12A. Dissertation Abstract International |
| ISBN | 9781392245576 |
| 학위논문주기 | Thesis (Ed.D.)--Boston University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Publisher info.: Dissertation/Thesis. Advisor: Manz, Eve |
| 이용제한사항 | This item must not be added to any third party search indexes.This item must not be sold to any third party vendors. |
| 요약 | The Common Core State Standards (CCSS, 2012) call for shifts in teaching and learning, emphasizing diverse students' complex uses of language and skilled articulation of reasoning in collaborative discussion settings. Concurrently, it is becoming increasingly common for English Learners (ELs) to be educated in mainstream classrooms alongside their English-proficient peers, raising the challenge for teachers to effectively mediate these new standards into practice for all students. This design-based research study, grounded in sociocultural theory, was carried out in collaboration with two classroom teachers. The study focused on the implementation of discussion scaffolding strategies, including academic language functions (e.g., language used by students to tell, restate, build on, or challenge). The analysis investigated shifts in both whole class discourse and the discourse of four English learners in the classroom over a seven-month period. Qualitative and quantitative analyses of eight audio-recorded discussion transcripts examined shifts in student talk, with particular attention to (a) participation, (b) reasoning, (c) collaborative talk, and (d) use of academic language for engaging in dialogue with peers.Analyses revealed that as teachers successively introduced the four categories of talk moves, students engaged in significantly more reasoned, collaborative talk. Over time, students also used the academic language stems with greater frequency and exhibited increased autonomy in reasoned-focused, collaborative talk. Additionally, collective reasoning (prompted by instructional moves designed to have students think with others) appeared to promote individual reasoning, as shown by higher instances of reasoning words used by students. Shifts in talk for EL students were similar to those of the whole class, with key differences being how ELs were afforded additional opportunities for second language development in the context of discussion: ELs had a chance to listen to and express complex reasoning, extended discourse, and relevant language functions in contextualized ways. They engaged in meaningful and sustained interactions with English-proficient peers. Finally, ELs connected new learning with their prior knowledge and experience. These findings pose important considerations for implementing standards in ways that support reasoning-based, collaborative discourse for all students-while simultaneously affording ELs learning opportunities for developing language proficiency and disciplinary knowledge in an equitable learning environment. |
| 일반주제명 | English as a Second Language. Multicultural Education. Curriculum development. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
