The Joint Construction of Meaning in Writing Conferences

Productive struggle in middle school mathematics classrooms

“…Studies have documented how teachers implement a variety of moves in their interaction with students, which are often dictated by the situation, the needs of the students and their own beliefs and content knowledge (Anghileri 2006;Haneda 2004;Dweck 1986;Kennedy 2005). Prior research has addressed many issues of instructional practices, but none have specifically addressed support of student struggles, particularly in a productive manner.…”

“…The nature of teacher responses that addressed the cognitive demand of the task and the time afforded the students related to how productively interactions were resolved (Haneda 2004;Stein et al 2000). The interaction resolutions appeared to depend on the student's prior knowledge and their willingness to engage in the problem (Bransford et al 1999;Dweck 1986).…”

Understanding the “mmhm”: Dilemmas in talk between teachers and adolescent emergent bilingual students

“…Having learned the plot through small-group discussions and informal conversations with friends, his understanding of the book is less thorough than Zulema's. As a result, it appears quite plausible that Jaime's ready agreement to Mr. Smith's suggestions can be attributed, at least in part, to his lack of knowledge about the novel, a finding consistent with Haneda (2004), whose work demonstrates that second language learners with greater knowledge of the content being discussed are able to assume more active roles in a conference. In assessing the impact of Jaime's conference and the extent to which it serves an affordance for him, the final draft of his essay shows that Jaime makes no changes to his initial sentence, either to explain the link between marriage and prostitution or to eliminate the reference to marriage completely, as Mr. Smith obliquely suggests.…”

“…Through these extended question/answer interchanges, students are able to exert a degree of control in conferences by raising topics of discussion and posing questions within these sequences. Similar research has been conducted in mathematics tutoring (e.g., Hacker & Graesser, 2007) and in second language university settings (e.g., Haneda, 2004).…”

“…For second language learners specifically, students at lower proficiency levels would naturally be expected to produce shorter utterances and initiate fewer topics than their more fluent teachers, whether in whole-class discussion or one-on-one writing interactions. In relation to the role of language proficiency in writing conferences, studies at the university level suggest that more advanced second language learners are more likely than students at lower proficiencies to initiate and sustain topics, but individual differences and topic knowledge also affect this pattern (Haneda, 2004;Patthey-Chavez & Ferris, 1997).…”