Moving from recitation to open-format literature discussion in Chinese classrooms

Cheng, Yahua; Zhang, Jie; Li, Hong; Anderson, Richard C.; Ding, Fenghua; Nguyen-Jahiel, Kim; Shu, Hua; Wu, Xinchun

doi:10.1007/s11251-015-9358-5

Cited by 8 publications

(6 citation statements)

References 26 publications

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“…Four different CR studies have been carried out in China (Cheng et al, 2015;Dong et al, 2008Dong et al, , 2009Sun et al, 2017). The findings converge on showing that Chinese children were able to quickly adapt to this new format of discussion.…”

Section: The Cr Approach To Discussionmentioning

confidence: 85%

“…Indeed, only one CR study so far provided teacher training as well as ongoing professional development to assist Chinese classroom teachers to implement CR (Cheng et al, 2015). In this study, the authors showcased a drastic change in the amount and nature of teacher talk as they shifted from traditional reading instruction to CR discussions.…”

Section: The Cr Approach To Discussionmentioning

confidence: 91%

“…Teachers take primary responsibility for initiating questions and evaluating students' responses against predetermined answers, which often leaves few opportunities for children to engage in extended thinking and elaborated discussions (Alexander, 2018;Mehan & Cazden, 2015;Resnick & Schantz, 2015). In fact, Cheng et al (2015) reported that in regular Chinese classrooms, although the ratio of speaking turns between students and teachers was almost one to one (48% vs. 52%), the students' speech was much shorter, with their total words being only about half of the teachers' utterances (38% vs. 62%). Teachers usually take a preeminent role in leading the conversation and ask closed-ended questions; when students talk, their utterances tend to be brief and lack elaboration.…”

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confidence: 99%

“…In the United States, as well as several other Western countries, research focusing on productive academic talk in general, and dialogic pedagogies in particular, has flourished over the past few decades and shown promising impact on students' learning and thinking abilities (Howe & Abedin, 2013;Sedova et al, 2019). Classroom research in China that seeks to promote dialogic pedagogies (e.g., Cheng et al, 2015;Dong et al, 2009;Sun et al, 2017), however, is still in its infancy, where examination from teachers' perspectives on how they could adapt to such pedagogies is particularly lacking. The present study sought to address this gap by investigating whether using a discussion-based approach, called collaborative reasoning (CR), can help Chinese teachers understand and employ dialogic pedagogies to meet the goals recommended in the new Chinese Common Standards for Language.…”

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confidence: 99%

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Teacher Learning in Scaffolding Children’s Collaborative Dialogue in a Chinese Elementary School

Sun

Zhang

2020

ECNU Review of Education

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Purpose: Dialogic pedagogies that provide students with frequent opportunities to talk have been shown to help students develop essential 21st-century skills. Many Chinese teachers, however, lack confidence and experiences in shifting from teacher-centered pedagogical practices to such student-centered practices. This study examined Chinese elementary school teachers’ reflections on learning to facilitate small-group collaborative reasoning (CR) discussions in their classrooms. Design/Approach/Methods: Two fourth-grade teachers in a public school in Beijing, China, participated in the study, where they participated in seven semi-structured debriefing interviews and wrote 13 reflective journals. Thematic analysis of the debriefing interviews and journals was carried out to understand the teachers’ learning progress. Findings: The results showed that although the teachers encountered major challenges, such as a drastic shift in their roles, the intense cognitive demands of scaffolding, and the emotional stress of handling the uncertainties of CR discussions, they also made noteworthy progress while learning to facilitate CR discussions. The teachers’ achievement goal orientations seem to have played a major role in how they responded to the challenges and whether they made progress. Originality/Value: This study reveals insights into the challenges and progress that the teachers experienced when learning to use a discussion-based teaching approach. It sheds light on the motivational mechanism of teacher learning and provides guidance on how to support Chinese teachers through the use of small-group collaborative discussions.

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Section: The Cr Approach To Discussionmentioning

confidence: 85%

Section: The Cr Approach To Discussionmentioning

confidence: 91%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Teacher Learning in Scaffolding Children’s Collaborative Dialogue in a Chinese Elementary School

Sun

Zhang

2020

ECNU Review of Education

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“…Most of the included studies (86%, k = 25) were conducted in the United States. Four were conducted in other countries including Nigeria (Onukaogu, 1993), China (Cheng et al., 2015), and the Netherlands (Okkinga et al., 2018; van Kuijk et al., 2016).…”

Section: Resultsmentioning

confidence: 99%

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students

Rice,

Lambright,

Wijekumar

2024

Reading Research Quarterly

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Reading comprehension instruction was identified by the National Reading Panel as an effective instructional practice to improve students' reading comprehension. Teacher professional development (PD) is essential for effective reading comprehension instruction to occur in schools. The aim of this meta‐analysis is to examine the extent to which teacher PD in reading comprehension impacted teacher knowledge or practice outcomes and student reading comprehension outcomes. Additionally, we explored whether various studies or PD characteristics were potential moderators of these outcomes. We identified 29 experimental and quasi‐experimental studies, including 51 independent samples and 97 effect sizes. Using robust variance estimation, teacher PD in reading comprehension had a large effect (g = 0.947, p < .001) on teacher knowledge or practice and a small effect (g = 0.193, p < .001) on student reading comprehension. Results indicate teacher PD in reading comprehension is effective in improving teaching practices and student learning. However, more systematic research is needed to investigate effective PD components and other factors which may influence the impact of PD on teacher and student outcomes.

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Collaborative Reasoning and children's development of language and thought

Anderson

Sun

2023

International Encyclopedia of Education(Fourth Edition)

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Moving from recitation to open-format literature discussion in Chinese classrooms

Cited by 8 publications

References 26 publications

Teacher Learning in Scaffolding Children’s Collaborative Dialogue in a Chinese Elementary School

Teacher Learning in Scaffolding Children’s Collaborative Dialogue in a Chinese Elementary School

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students

Collaborative Reasoning and children's development of language and thought

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