Journal article
Balancing comprehension and conversation: How elementary teachers manage multiple purposes for text discussions
Teaching and teacher education, Vol.66, pp.325-337
08/01/2017
DOI: 10.1016/j.tate.2017.05.005
Abstract
This comparative case study, based on 12 interviews and 16 classroom observations, examines the instructional purposes of four experienced elementary teachers as they conducted text discussions. The teachers described the tensions they experienced in simultaneously trying to improve students' skills in conversation and comprehension. They used different strategies to manage those tensions, but often felt unsuccessful in resolving them. Overall, teachers' stated purposes during interviews aligned with their enacted purposes during discussions. However, their intention to help students respond to and engage with others' ideas was less apparent in practice. The findings have implications for teacher education and professional development. (C) 2017 Elsevier Ltd. All rights reserved.
Details
- Title: Subtitle
- Balancing comprehension and conversation: How elementary teachers manage multiple purposes for text discussions
- Creators
- Erika Moore Johnson - Stanford University
- Resource Type
- Journal article
- Publication Details
- Teaching and teacher education, Vol.66, pp.325-337
- Publisher
- Elsevier
- DOI
- 10.1016/j.tate.2017.05.005
- ISSN
- 0742-051X
- eISSN
- 1879-2480
- Number of pages
- 13
- Language
- English
- Date published
- 08/01/2017
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371288402771
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