Taking Risks, Negotiating Relationships: One Teacher's Transition toward a Dialogic Classroom.

摘要: Building on previous work that showed the importance of discussion for teaching literature and in low-achieving high school English classes is particularly infrequent (Nystrand, 1997), this study investigated a class featured regular discussions to gain insights into how dialogically organized instruction emerged within context traditional recitation instructional setting, further complicated by poverty linguistic diversity. Using combination grounded theory (Strauss, 1987) conversation analysis, 18 weeks researchers observed ninth-grade Midwestern inner-city school, majority whose students were Hispanic. Though profile classroom discourse was typical found most American schools using dominant IRE (Initiation--Response--Evaluation) pattern, teacher sought open up her classroom; she characterized herself as transition. To investigate dimensions transition, conducted 51 observations during spring semester, observing 14 discussions, or conversations (Tharp Gallimore, 1988). The documents three key strategies used efforts make such possible: developing an ethos involvement respect, scaffolding specific ways phrasing questions encourage (and discourage) discussion, and, importantly, acknowledging making space presence students' interpersonal relationships. This shows dialogic can happen when teachers are adept at linking--and enabling links between--academic objectives student concerns often originate beyond both school. (Contains 46 references, figure, 3 notes. Appendixes contain Reproductions supplied EDRS best be made from original document. definitions variables, details analyzed, transcription conventions.) (Author/RS) CELA RESEARCH REPORT TAKING RISKS, NEGOTIATING RELATIONSHIPS: ONE TEACHER'S TRANSITION TOWARDS A DIALOGIC CLASSROOM JULIE NELSON CHRISTOPH MARTIN NYSTRAND NUMBER 14003 NATIONAL CENTER ON ENGLISH LEARNING &ACHIEVEMENT THE UNIVERSITY AT ALBANY OF WISCONSIN-MADISON GEORGIA WASHINGTON BEST COPY AVAILABLE 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY