Lesley A Rex, Laura Schiller

Using Discourse Analysis to Improve Classroom Interaction

• Gebundenes Buch

Produktbeschreibung

This accessible "how to" book about classroom interaction offers teachers powerful tools of discourse analysis as a way of understanding the complex dynamics of human interaction that constitute effective, equitable teaching and learning and guides them step-by-step through how to build their interactional awareness to improve their teaching.

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Produktdetails

• Verlag: Taylor & Francis Ltd (Sales)
• Seitenzahl: 184
• Erscheinungstermin: 11. Juni 2009
• Englisch
• Abmessung: 229mm x 152mm x 13mm
• Gewicht: 417g
• ISBN-13: 9780415801133
• ISBN-10: 0415801133
• Artikelnr.: 26868265

Autorenporträt

Lesley A. Rex is Faculty Leader of Secondary English Teacher Education, Co-Chair of the Joint Program in English and Education, and Associate Professor at the University of Michigan. Laura Schiller is a National Board Certified teacher, Director of the Oakland (MI) Writing Project, Literacy Consultant for Oakland (MI) Intermediate School District, and University of Michigan doctoral student.

Inhaltsangabe

Preface
Acknowledgments
PART ONE: "Reading" Conversations, Opening Possibilities
Chapter 1: Talking and Learning
Chapter 2: Assuming & Choosing
Chapter 3: Interacting & Positioning
Chapter 4: Identity & Worlds
Chapter 5: Interdiscursivity
Chapter 6: Power
Chapter 7: Building Knowledge
PART TWO: CURRICULUM
Introduction
Chapter 8: Positioning, Alignment, Stake, and Identity 1
Chapter 9: Positioning, Alignment, Stake, and Identity 2
Chapter 10: Minimizing Face Threats While Challenging Practice
PART THREE: DIFFERENCE
Introduction
Chapter 11: Clashes and Intersections of the Different Worlds of Teacher
and Students, Case 1
Chapter 12: Clashes and Intersections of the Different Worlds of Teacher
and Student, Case 2
PART FOUR: Accountability and Assessment
Introduction
Chapter 13: The Discursive Qualities of Inclusive Diverse Classrooms
Chapter 14: Interrogating Timed Prompted Writing in Professional
Development Communities
Chapter 15: Reframing Accountability Measures: Repositioning Teachers and
Students
Epilogue