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Article: Classroom discourse analysis and educational outcomes in the era of education reform

TitleClassroom discourse analysis and educational outcomes in the era of education reform
Authors
Issue Date2009
PublisherThe British Psychological Society. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfm
Citation
British Journal Of Educational Psychology, 2009, v. 79 n. 4, p. 617-641 How to Cite?
AbstractBackground. In the era of education reform when new teaching approaches are being advocated, it is important to investigate how different classroom discourse patterns are related to different educational outcomes. Aim. The purpose of the study was to analyse the whole classroom discourse of two teacher interns' writing classes. It was conducted against a background of education reform in which teachers were being encouraged to make major changes in their teaching approaches. We investigated what approaches were adopted and what discourse patterns were related to better educational outcomes. Sample. The participants were two teacher interns and their 61 students in Hong Kong. The students (35 boys, 26 girls) were seventh graders from two classes in the same secondary school. Method. An instruction unit of each teacher intern on expository writing (120min) was video-recorded and analysed. Discourse analysis of the whole classroom interaction was supplemented by the students' perceptions and independent observers' evaluations of the instruction. Results. The results indicated that both teacher interns adopted a traditional direct instruction although student-centred approaches were being recommended in the education reform. The effectiveness of the instruction was associated with certain features of the classroom discourse patterns. Better educational outcomes were associated positively with utterances of high cognitive demand but negatively with utterances related to discipline. Students tended to have better performances in writing when they and the independent observers perceived that the teachers used more motivating strategies. Conclusions. The effectiveness of instruction is a complicated phenomenon that involves a myriad of interrelated factors. Teacher- or student-centred approaches are only part of these diverse factors. © The British Psychological Society.
Persistent Identifierhttp://hdl.handle.net/10722/175465
ISSN
2015 Impact Factor: 2.0
2015 SCImago Journal Rankings: 1.304
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLam, SFen_US
dc.contributor.authorLaw, YKen_US
dc.contributor.authorShum, MSKen_US
dc.date.accessioned2012-11-26T08:58:51Z-
dc.date.available2012-11-26T08:58:51Z-
dc.date.issued2009en_US
dc.identifier.citationBritish Journal Of Educational Psychology, 2009, v. 79 n. 4, p. 617-641en_US
dc.identifier.issn0007-0998en_US
dc.identifier.urihttp://hdl.handle.net/10722/175465-
dc.description.abstractBackground. In the era of education reform when new teaching approaches are being advocated, it is important to investigate how different classroom discourse patterns are related to different educational outcomes. Aim. The purpose of the study was to analyse the whole classroom discourse of two teacher interns' writing classes. It was conducted against a background of education reform in which teachers were being encouraged to make major changes in their teaching approaches. We investigated what approaches were adopted and what discourse patterns were related to better educational outcomes. Sample. The participants were two teacher interns and their 61 students in Hong Kong. The students (35 boys, 26 girls) were seventh graders from two classes in the same secondary school. Method. An instruction unit of each teacher intern on expository writing (120min) was video-recorded and analysed. Discourse analysis of the whole classroom interaction was supplemented by the students' perceptions and independent observers' evaluations of the instruction. Results. The results indicated that both teacher interns adopted a traditional direct instruction although student-centred approaches were being recommended in the education reform. The effectiveness of the instruction was associated with certain features of the classroom discourse patterns. Better educational outcomes were associated positively with utterances of high cognitive demand but negatively with utterances related to discipline. Students tended to have better performances in writing when they and the independent observers perceived that the teachers used more motivating strategies. Conclusions. The effectiveness of instruction is a complicated phenomenon that involves a myriad of interrelated factors. Teacher- or student-centred approaches are only part of these diverse factors. © The British Psychological Society.en_US
dc.languageengen_US
dc.publisherThe British Psychological Society. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfmen_US
dc.relation.ispartofBritish Journal of Educational Psychologyen_US
dc.subject.meshAchievementen_US
dc.subject.meshAdolescenten_US
dc.subject.meshBehavior Controlen_US
dc.subject.meshChilden_US
dc.subject.meshCommunicationen_US
dc.subject.meshFemaleen_US
dc.subject.meshHong Kongen_US
dc.subject.meshHumansen_US
dc.subject.meshInternship, Nonmedicalen_US
dc.subject.meshMaleen_US
dc.subject.meshMotivationen_US
dc.subject.meshOutcome And Process Assessment (Health Care)en_US
dc.subject.meshSemanticsen_US
dc.subject.meshTeaching - Methodsen_US
dc.subject.meshVideo Recordingen_US
dc.subject.meshWritingen_US
dc.titleClassroom discourse analysis and educational outcomes in the era of education reformen_US
dc.typeArticleen_US
dc.identifier.emailLam, SF: lamsf@hku.hken_US
dc.identifier.emailLaw, YK: yklaw@hkucc.hku.hken_US
dc.identifier.emailShum, MSK: mskshum@hku.hken_US
dc.identifier.authorityLam, SF=rp00568en_US
dc.identifier.authorityLaw, YK=rp00922en_US
dc.identifier.authorityShum, MSK=rp00956en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1348/000709909X452258en_US
dc.identifier.pmid19486551-
dc.identifier.scopuseid_2-s2.0-70350339633en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-70350339633&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume79en_US
dc.identifier.issue4en_US
dc.identifier.spage617en_US
dc.identifier.epage641en_US
dc.identifier.isiWOS:000272595000002-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridLam, SF=7402279467en_US
dc.identifier.scopusauthoridLaw, YK=7006095372en_US
dc.identifier.scopusauthoridShum, MSK=6701814941en_US
dc.identifier.citeulike5931668-

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