Soliciting and pursuing suggestions: Practices for contemporaneously managing student-centred and curriculum-focused activities

Ekberg, Stuart, Danby, Susan, Houen, Sandra, Davidson, Christina and Thorpe, Karen J. (2017) Soliciting and pursuing suggestions: Practices for contemporaneously managing student-centred and curriculum-focused activities. Linguistics and Education, 42 65-73. doi:10.1016/j.linged.2017.07.007


Author Ekberg, Stuart
Danby, Susan
Houen, Sandra
Davidson, Christina
Thorpe, Karen J.
Title Soliciting and pursuing suggestions: Practices for contemporaneously managing student-centred and curriculum-focused activities
Journal name Linguistics and Education   Check publisher's open access policy
ISSN 0898-5898
1873-1864
Publication date 2017-08-12
Year available 2017
Sub-type Article (original research)
DOI 10.1016/j.linged.2017.07.007
Open Access Status Not yet assessed
Volume 42
Start page 65
End page 73
Total pages 9
Place of publication Kidlington, Oxford United Kingdom
Publisher Pergamon Press
Language eng
Abstract Teachers attempting to implement student-centred pedagogies can routinely encounter challenges for also ensuring that classroom activities align with the relevant curriculum. In this study, we explore how teachers address this complexity. We applied Conversation Analysis (CA) methods to examine approximately 170 h of video recorded interaction across nine Australian preschools. We identify how teachers solicit suggestions to implement a student-centred pedagogy. Following initial solicitations, pursuits of suggestions progressively increase the possibility that students will make a suggestion that corresponds to curriculum agendas. We argue that, through these solicitations and pursuits, teachers implement particular interactional projects that become increasingly apparent to others and yet never entirely clear. This opaqueness aligns with contemporaneous management of student-centred and curriculum-focused classroom activities. Although students are given opportunities to shape these activities, teachers sustain discussion until they elect to accept one or more student suggestions. By soliciting and pursuing students suggestions, teachers can enhance the possibility that students contributions align with diverse curriculum imperatives. (C) 2017 Elsevier Inc. All rights reserved.
Keyword Classroom Interaction
Preschool-Children
Talk
Instruction
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Institute for Social Science Research - Publications
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Created: Sat, 23 Dec 2017, 23:25:14 EST