Chapter 3: Three Decades of Research on Classroom Life: Illuminating the Classroom Communicative Lives of America’s At-Risk Students

Ball, Arnetha F.

doi:10.3102/0091732x026001071

Cited by 24 publications

(21 citation statements)

References 72 publications

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“…In the field of mathematics education, although untangling the relationship between teaching and learning is not easy and may pose many unexpected complications (Ball, 2002;Floden, 2001;Franke, Kazemi, & Battey, 2007;Goos, Stillman, & Vale, 2007;Hiebert & Grouws, 2007), the underlying reason why we do research on the teaching and learning of mathematics is because "we want to know why students do not get enough out of their mathematical education, and what we can do to remedy the situation" (Niss, 2007(Niss, , p. 1293. In researching classrooms, it is predictably difficult to conduct investigations, carry out the analyses and report on the findings on both the teacher and the students at the same time.…”

Section: Introductionmentioning

confidence: 99%

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Shahrill¹,

Clarke²

2014

IES

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A teachers' practice cannot be characterised by a single lesson, hence comparison is best made with lesson sequences that better sample the diversity of a teacher's practice. In this study, we video recorded lesson sequences in four Year 8 mathematics classrooms, as well as interviewed each of the four teachers in Brunei Darussalam. Because of our methodology and based on the findings from the richness in the data that was collected, there were some features in the video and interview data that emerged. One of the features is the significant short utterances made by the students as well as their respective teachers, and the extent of the teachers' own and their students' questioning behaviours in the lessons as perceived by the teachers themselves during the video-stimulated recall interviews. In the four Brunei classrooms that we studied, most of the lessons were so rushed, the teachers did most of the talking and when teachers and students do interact, it almost always involved faster-paced exchanges between them. Thus, restricting students to single words ("yes" or "no") or short choral responses. Overall, the findings appear to indicate that short utterances implied that there were less (or even no) opportunities for fuller student participation in classroom discussions.

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Section: Introductionmentioning

confidence: 99%

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Shahrill¹,

Clarke²

2014

IES

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“…Such explorations of students' educational experiences in school settings have been, however, a well-traversed territory for educational researchers in America over the past 30 years, and "research has spoken increasingly to the complexity of life that goes on in classrooms" (Ball, 2002). A perspective on educational experiences of students from nonmainstream backgrounds and from a different context can then, I believe, add fresh insights and thus contribute to a richer, more nuanced understanding of science learning in school settings.…”

Section: Introductionmentioning

confidence: 99%

“…A perspective on educational experiences of students from nonmainstream backgrounds and from a different context can then, I believe, add fresh insights and thus contribute to a richer, more nuanced understanding of science learning in school settings. Laying out the research agenda for the 21st century, Ball (2002) proposed, "ethnographic and discourse studies of local uses of oral and written language, that introduces improved instruction congruent with students' local ways of using language, and development of research-based approaches to preparing teachers for diversity" (pp. 97-98).…”

Section: Introductionmentioning

confidence: 99%

Making (electrical) connections: Exploring student agency in a school in India

Sharma

2007

Science Education

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Students studying in government-run schools in rural India possess much experiential knowledge of the world around them. This paper presents a narrative account of an ethnographic exploration of such students as they attempted to learn about electricity in an eighth-grade classroom in a government-run schools in a village in India. The paper shows how students having a rich experience with household electric circuits attempt, in a contingent and situated manner, to negotiate their role as students and participate in the school science discourse. The students' actions expressed agency that was contingent, situated, and aimed at selective appropriation of school science discourse for their own purposes. Such expressions of student agency indicate rich possibilities for meaningful learning of science in rural schools in India provided school science is made relevant for their lives and concerns.

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“…Historically, ethically, and pragmatically, classroom research that improves teaching and learning and teacher preparation for our ethnically, culturally, and racially diverse young people is our most pressing need (Ball, 2002). Lee (2003) articulated this fundamental challenge as the need to understand individuals within their ethnic cultural practices as they interface with the cultural practices of schooling.…”

Section: Race and Teachingmentioning

confidence: 99%

Acting ”Cool” and ”Appropriate”: Toward a Framework for considering Literacy Classroom Interactions When Race is a Factor

Rex

2006

Journal of Literacy Research

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In this article I draw on 3 incidents to investigate how teachers and students purposefully negotiate to manage incipient conflict when race is a confounding factor. I do so to propose a methodology and theoretical framework for researching multiracial classroom teaching and learning that could inform White literacy teachers' pedagogy with students of color. The approach construes race as a dynamic part of classroom social life in which expressions of race are affected by and affect teachers' and students' classroom norms of conduct. Race is observed in discursive practices that interactively and influentially construct social relationships, personal identity, and academic knowledge. I demonstrate the approach by illustrating how students manage problems and boundaries within commonplace classroom interactions.The language experience of the African diaspora is enmeshed with issues of culture, identity, memory, and citizenship. (Morgan, 1994, p. 339) For the sake of all children, it is time to act in ways that reflect genuine valuation of language diversity and to implement policies fostering multilingualism and dialect awareness. (Smitherman, 2004, p. 186) That cultural relevance is key in successful pedagogy has become a commonplace construct for educators interested in improving multicultural education. Theoreti- JOURNAL OF LITERACY RESEARCH, 38(3),

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Chapter 3: Three Decades of Research on Classroom Life: Illuminating the Classroom Communicative Lives of America’s At-Risk Students

Cited by 24 publications

References 72 publications

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Making (electrical) connections: Exploring student agency in a school in India

Acting ”Cool” and ”Appropriate”: Toward a Framework for considering Literacy Classroom Interactions When Race is a Factor

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