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Annie Ittner Researchable Question

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Anne Ittner

on 29 April 2014

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Transcript of Annie Ittner Researchable Question

What's changed?
.... despite the prevalence of IRE, there is a long tradition of educational thought that views the IRE pattern of classroom talk as a
negative constraint
on authentic communication and learning (Barnes, Britton & Rosen, 1969).
Nystrand (1997) argues that classroom discourse significantly shapes literacy skills. He asserts that what counts as knowledge and understanding in any given classroom is largely shaped by the questions teachers ask, how they respond to their students, and how they structure small-group and other pedagogical activities.
From a study examining teacher and student verbal behaviors in classrooms (Fisher & Larkin, 2006):
to become active
participants
in a democratic
society?
How can this...
That's not my research question, but it's the impetus for the wondering
.

From here, I will ask questions
and share relevant research
that informs the practice of
preparing students and teachers
for
critical thinking
and success
in literacy and beyond.

My approach will call upon some
investigations on:

student outcomes related to oral discourse
oral language development
professional learning through coaching



Specifically, I ask:
How can literacy coaching improve
oral language development
in primary grades?
The prevailing discourse pattern found in most classrooms is that of “IRE”. Typically found in whole-class teaching, teachers formulate or initiate (I) questions to draw students into the subject matter. Once the student has responded (R), the turn returns to the teacher to evaluate (E), either editing the student’s answer or certifying it as a valid contribution to the shared group lesson (Mehan, 1979).
In our research review, we found other troubling things about the prevailing discourse method...
Cultural incongruence
is one of the explanations that Au (2011) argued is a cause for the literacy achievement gap.
Cultural incongruence
occurs when typical classroom practices either reject or do not align with “the literacy learning needs, preferences, and interests of students of diverse backgrounds” (Au, 2011, p. 58). The typical schooling Au is referring to is the dominant discourse classroom style IRE (Cazden, 2001). This incongruence between students and teacher or students and other students can cause students to disengage, feel excluded, or misunderstand content and/or the teacher’s expectations, resulting in a gap between students’ potential and their education offered by the school.
what are promising approaches for furthering teacher learning?
What about literacy coaching?
It may be that teachers don't have the professional learning opportunities needed. Wong-Fillmore and Snow (2000)argue in "What Teachers Need To Know About Language":

"Too few teachers share
or know about their
students' cultural backgrounds
or understand the challenges
inherent in learning to speak
and read English. We argue in this paper that
teachers lack this knowledge because
most have not had well-designed
professional preparation for their
current challenges"
what else about literacy coaching?
Findings from a recent study on literacy
coaching suggest a targeted focus for improving classroom instruction (Elish-Piper & L'Allier, 2010)
In our research review, we found....
If literacy coaching has the potential to improve instructional practice....
Perhaps it has the capacity
to support teachers in enriching
oral language development in the
classroom.

prepare students
what's changed?
and supporting primary
teachers to
develop oral language
through an expansion of
discourse methods that deviate
from traditional classrooms, could
prepare students for this...

Maybe rethinking this...
...and this.
Moreover,
Full transcript