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dc.contributor.advisorGilles, Carolen
dc.contributor.authorWilson, Jennifer L.en_US
dc.date.issued2004en_US
dc.date.submitted2004 Fallen
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.en_US
dc.descriptionTitle from title screen of research.pdf file viewed on (June 29, 2006)en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionVita.en_US
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2004.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Curriculum and instruction.en_US
dc.description.abstractThis 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.en_US
dc.identifier.merlin.b55844947en_US
dc.identifier.otherWilsonJ-122204-D243en_US
dc.identifier.urihttp://hdl.handle.net/10355/4086
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2004 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2004 Dissertations
dc.subject.lcshReading comprehensionen_US
dc.subject.lcshReading (Elementary)en_US
dc.titleTalking beyond the text: identifying and fostering critical talk in a middle school classroomen_US
dc.typeThesisen_US
thesis.degree.disciplineLearning, teaching and curriculumen_US
thesis.degree.disciplineLearning, teaching and curriculumeng
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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