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Open Access. Powered by Scholars. Published by Universities.®

Middle school

2015

Teacher Education and Professional Development

University of Iowa

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Exploring Dialogic Teaching With Middle And Secondary English Language Arts Teachers : A Reflexive Phenomenology, Mark Andrew Sulzer Jul 2015

Exploring Dialogic Teaching With Middle And Secondary English Language Arts Teachers : A Reflexive Phenomenology, Mark Andrew Sulzer

Theses and Dissertations

The ways in which teachers and students speak to each other in middle and secondary English language arts classrooms is integral to the type of learning that occurs there. Ways of engaging in “classroom talk” can be characterized as teacher-centered or student-centered. Teacher-centered classroom talk typically unfolds as a sequence of three steps – a teacher asks a question with a predetermined answer, a student responds, and the teacher evaluates the response. In contrast, student-centered classroom talk is engaging, collaborative, and reciprocal – in these scenarios, teachers and students both ask questions that have multiple answers, students talk to other students, and ...