| Description |
1 online resource |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Table of contents -- Preface -- Part I Planning -- 1 What is classroom discourse analysis? -- 1.1 What is classroom discourse? -- 1.1.1 Classrooms -- 1.1.2 Discourse -- 1.2 What is discourse analysis? -- 1.3 Why do classroom discourse research? -- 1.4 Creating a plan for classroom discourse research -- 2 The logistics of classroom discourse research -- 2.1 Practical considerations -- 2.1.1 Access -- 2.1.2 Time -- 2.1.3 Technology -- 2.1.4 Ethics -- 2.1.5 Empirical issues -- 2.2 Collecting data -- 2.2.1 Recording data |
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2.2.1.1 Using a microphone -- 2.2.1.2 Using video recordings -- 2.2.1.3 Recording online spaces -- 2.2.1.4 Testing your equipment and software -- 2.2.1.5 Planning learning activities -- 2.2.1.6 Determining how much -- 2.2.1.7 Collecting written discourse -- 2.2.1.8 Using supporting materials -- 2.2.2 Managing data sets -- 2.2.3 Making sense of your data -- 2.3 Transcribing your data -- 2.3.1 Open and closed transcripts -- 2.3.2 Representation and transformation -- 2.3.3 Transcription practices -- Part II Analyzing -- 3 Conversation analysis -- 3.1 What can I investigate? -- 3.1.1 Turn-taking |
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3.1.2 Turn shape and placement -- 3.1.3 Repair -- 3.1.4 Interactional competence -- 3.2 What are the methodological considerations? -- 3.3 Key terms, constructs, and people -- 4 Discourse analysis -- 4.1 What can I investigate? -- 4.1.1 Triadic dialogue: IRF/IRE sequence -- 4.1.2 Floor management -- 4.1.3 Teacher questions -- 4.1.4 Discourse markers -- 4.2 What are the methodological considerations? -- 4.3 Key terms, constructs, and people -- 5 Critical discourse analysis -- 5.1 What can I investigate? -- 5.1.1 Power -- 5.1.2 Language ideologies -- 5.1.3 Neoliberalism -- 5.1.4 Racism |
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5.2 What are the methodological considerations? -- 5.3 Key terms, constructs, and people -- 6 Narrative analysis -- 6.1 What can I investigate? -- 6.1.1 Identities -- 6.1.2 Teacher cognition -- 6.1.3 Reflective practices -- 6.1.4 Learner diaries -- 6.2 What are the methodological considerations? -- 6.3 Key terms, constructs, and people -- Part III Understanding and reporting -- 7 Classroom ethnography -- 7.1 Purpose and principles -- 7.2 The importance of context -- 7.2.1 Doing fieldwork -- 7.2.2 Field notes -- 7.2.3 Thick descriptions -- 7.3 Understanding your context |
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7.3.1 Ethnography of communication -- 7.3.2 Autoethnography -- 7.4 Key terms, constructs, and people -- 8 Reporting and writing -- 8.1 Purpose and principles -- 8.2 Describing your research -- 8.2.1 Identifying your objectives -- 8.2.2 Reviewing the literature -- 8.2.3 Explaining your study -- 8.3 Presenting your data excerpts -- 8.4 Key sections of a research report -- References -- Index |
| Summary |
"This practical guide to doing classroom discourse research provides a comprehensive overview of the research process. Bringing together both discourse analysis and classroom discourse research, this book helps readers to develop the analytic and rhetorical skills needed to conduct, and write about, the discourse of teaching and learning. Offering step-by-step guidance, each chapter is written so that readers can put the theoretical and methodological issues of classroom discourse analysis into practice while writing an academic paper. Chapters are organized around three stages of research: planning, analyzing, and understanding and reporting. Reflective questions and discourse examples are used throughout the book to assist readers. This book is essential reading for courses on classroom discourse or thesis writing and a key supplementary resource for research methods, discourse analysis, or language teaching and learning"-- Provided by publisher |
| Subject |
Interaction analysis in education -- Research -- Methodology
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Discourse analysis -- Research -- Methodology
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Classroom environment -- Research -- Methodology
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| Form |
Electronic book
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| ISBN |
9780429559051 |
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0429559054 |
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9780429554582 |
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0429554583 |
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