Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6687
Title: Invisible Battles: Divergent Conceptions of Student-Centered Talk
Authors: Meston, Heather
Galloway, Emily Phillips
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Meston, H. & Galloway, E. P. (2020). Invisible Battles: Divergent Conceptions of Student-Centered Talk. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 529-532). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Student-centered talk (SCT) can support students’ literacy achievement as well as their perspective taking and identity development; yet little is known about the ways in which teachers’ and students’ beliefs, values, and understandings of the purposes of SCT intersect or diverge. Indeed, these educator ideologies play a significant role in the implementation of classroom discourse practices, while learner ideologies contribute to the ways in which students take up those practices. In this paper, we examine learner and educator ideologies surrounding the role of SCT in learning and engaging in the middle-grades classroom. Drawing on teacher interviews and student focus groups, the present study offers a framework for examining the ways in which educator and learner ideologies surrounding student-centered talk align or misalign. Findings highlight significant divergence in the ways that students and teachers conceptualize the role of student-centered talk in the classroom.
URI: https://doi.dx.org/10.22318/icls2020.529
https://repository.isls.org//handle/1/6687
Appears in Collections:ICLS 2020

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