The Dynamic Relationship Between Students’ Talk About Their Learning and Teachers’ Reading Instruction

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2024-04-12 DOI:10.1177/07419325241240062
Amber Benedict, Alexandra Lauterbach, Mary Brownell, Yujeong Park, Germaine Koziarski
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Abstract

Historically, in educational research, student learning is frequently represented as quantitative data that demonstrates academic achievement. However, examining student learning by quantitative measures alone means that we do not fully understand the dynamic relationship between the instructional practices of teachers and how students learn. In this study, grounded theory methods were used to explore the relationship between the learning experiences of upper elementary students with specific learning disabilities and their special education teachers’ reading practices. We found a relationship between the way teachers structured interactions within their word study instruction and how students perceived themselves as “readers” as evidenced by their talk. This study demonstrates the potential for teacher educators and researchers to use how students talk of their learning experiences and interactions during instruction, along with performance-based data, as a tool for understanding how teacher instruction affects student learning.
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学生谈论学习与教师阅读教学之间的动态关系
从历史上看,在教育研究中,学生的学习往往表现为证明学业成绩的量化数据。然而,仅仅通过量化指标来考察学生的学习情况,意味着我们无法充分了解教师的教学实践与学生的学习方式之间的动态关系。在本研究中,我们采用了基础理论方法来探讨有特殊学习障碍的小学高年级学生的学习经历与他们的特殊教育教师的阅读实践之间的关系。我们发现,教师在字词学习教学中组织互动的方式与学生如何将自己视为 "读者 "之间存在关系。这项研究表明,教师教育工作者和研究人员可以利用学生如何谈论他们的学习经历和教学过程中的互动,以及基于成绩的数据,作为了解教师教学如何影响学生学习的工具。
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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