Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2004 Dissertations (MU)
    • 2004 MU dissertations - Freely available online
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2004 Dissertations (MU)
    • 2004 MU dissertations - Freely available online
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    Talking beyond the text: identifying and fostering critical talk in a middle school classroom

    Wilson, Jennifer L.
    View/Open
    [PDF] public.pdf (9.263Kb)
    [PDF] short.pdf (4.522Kb)
    [PDF] research.pdf (834.3Kb)
    Date
    2004
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    This qualitative inquiry examined eighty-one transcribed student and teacher discussions and interviews and researcher field notes to determine the type of talk that occurred as the teacher invited small groups of students to take part in dialogue prompted by literature. Four themes emerged from the data: teacher's knowledge, processing time, various forms of scaffolding, and oral rubrics. During in-depth analysis of ten selected transcripts, additional themes of the nature of critical talk emerged. First, students explored critical concepts such as recognizing a need for action, becoming aware of injustices, and challenging the status quo. Also, student talk scaled the ladder of abstraction, offering concrete examples that made their discussions more applicable to their lives, while at the same time traveling up the ladder, abstracting the is sues to begin to explore larger more systemic causes of particular injustices. Second, some students believed that they were changed by the interactions while others felt as if they had gained new understandings of particular concepts, issues, or beliefs. A continuum of the type of student talk shows how students' talk moves among social talk, fundamental text talk, socio-interpretive text talk,critical talk, and critical conversations. As students traverse along the continuum, various needs can be met. As teachers recognize where students' talk is on the continuum, they can lead students to deeper literature study discussions. In order to help students take a more critical approach when discussing texts, teachers must scaffold the talk and provide the time for students to grapple with critical concepts.
    URI
    https://hdl.handle.net/10355/4086
    https://doi.org/10.32469/10355/4086
    Degree
    Ph. D.
    Thesis Department
    Learning, teaching and curriculum (MU)
    Collections
    • 2004 MU dissertations - Freely available online
    • Learning, Teaching and Curriculum electronic theses and dissertations (MU)

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems