Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/1257
Title: An Analytic Tool for Supporting Teachers’ Reflection on Classroom Talk
Authors: Chen, Gaowei
Clarke, Sherice N.
Resnick, Lauren B.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Chen, G., Clarke, S. N., & Resnick, L. B. (2014). An Analytic Tool for Supporting Teachers’ Reflection on Classroom Talk. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 583-590.
Abstract: Teachers can reflect on and analyze their classroom talk to inform their instructional practice. When teachers try to do so however, they often face analytic difficulties regarding the data set (data input, data transformation, and utterances by unknown speakers), coding (coding complexity, reliability, and efficiency), visualization (representations of a variety of information, synchronization of displays, and adaptation to the data/codes changes), and tracking and comparison (many students' actions across discussion sessions). This paper introduces an analytic tool called classroom discourse analyzer (CDA) to address these difficulties, as shown in the analyses of classroom discourse from a fourth grade science class. The analyses demonstrate how CDA can be used by teachers to support their reflection on classroom talk and how it can provide personalized, data-supported evidence to inform teachers' classroom practice.
URI: https://doi.dx.org/10.22318/icls2014.583
https://repository.isls.org/handle/1/1257
Appears in Collections:ICLS 2014

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