Text, talk and thinking together - Using action research to improve third grade children's talking, reading, and identity construction
Journal article
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http://hdl.handle.net/11250/148745Utgivelsesdato
2012-03-19Metadata
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- Institutt for lærerutdanning [3692]
Sammendrag
This article reports from a research project which explores how conscious efforts of teachers to scaffold and develop
pupils' linguistic repertoire create changes in the way the children talk and think together when discussing texts in group.
Data was collected over the course of one year through video recordings, teacher logbooks and notes in a third grade
school class. Four children's dialogues
were examined. The results indicate that 1) the children's participation in group discussions increased, 2) they
expanded their discourse strategies and 3) disagreement and tension in the discussions seemed to trigger more and
richer discourse. How these results affected the children's learning and identity development is discussed. The article closes by some expanding reflections on the theoretical framework
used in the study.