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dc.contributor.authorVrikki, M
dc.contributor.authorKershner, R
dc.contributor.authorCalcagni, E
dc.contributor.authorHennessy, S
dc.contributor.authorLee, L
dc.contributor.authorHernández, F
dc.contributor.authorEstrada, N
dc.contributor.authorAhmed, F
dc.date.accessioned2018-06-11T20:35:10Z
dc.date.available2018-06-11T20:35:10Z
dc.date.issued2019
dc.identifier.issn1743-727X
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/276873
dc.description.abstractIn this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers’ reflective practice, focusing in this case on students’ equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a ‘simulated live’ approach based on time-sampling techniques, with a ‘follow-up analysis’ approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The ‘live’ coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation. KEYWORDS: Analytic tool, classroom observation, equitable participation, educational dialogue, teacher inquiry, reflective practice
dc.description.sponsorshipBritish Academy International Partnership and Mobility Scheme (ref. RG66509), 3 years (Jan 2013 - Dec 2015).
dc.publisherInforma UK Limited
dc.titleThe teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue
dc.typeArticle
prism.endingPage203
prism.issueIdentifier2
prism.publicationDate2019
prism.publicationNameInternational Journal of Research and Method in Education
prism.startingPage185
prism.volume42
dc.identifier.doi10.17863/CAM.24161
dcterms.dateAccepted2018-03-29
rioxxterms.versionofrecord10.1080/1743727X.2018.1467890
rioxxterms.versionAM
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2019-03-15
dc.contributor.orcidVrikki, M [0000-0002-2748-4418]
dc.contributor.orcidKershner, R [0000-0002-4083-7169]
dc.contributor.orcidCalcagni, E [0000-0002-1983-3278]
dc.contributor.orcidHennessy, S [0000-0002-9050-4995]
dc.contributor.orcidHernández, F [0000-0002-3858-6161]
dc.contributor.orcidAhmed, F [0000-0001-7667-6080]
dc.identifier.eissn1743-7288
rioxxterms.typeJournal Article/Review
pubs.funder-project-idBritish Academy (PM120044)
cam.issuedOnline2018-05-28


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