TY - JOUR
T1 - Gifted Conversations
T2 - Discursive Patterns in Gifted Classes
AU - Netz, Hadar
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by a Fulbright postdoctoral research grant and by the Center for Gifted Education, the College of William & Mary.
PY - 2014/4
Y1 - 2014/4
N2 - Despite the attested association between giftedness and high verbal abilities, and despite the central role attributed to classroom discourse analysis in educational research, discourse in gifted classes has not received due scholarly attention. This study takes a first step toward filling this gap. This study offers a microanalysis of a corpus of recorded and transcribed interactions from classes of gifted students in the Commonwealth of Virginia. This study focuses on student initiations and on the ways teachers handle these initiations. It is argued that the preponderance of student initiations in the classes observed sets a fertile ground for dialogic discourse to develop. However, student initiations do not guarantee the emergence of dialogic discourse, since teachers sometimes employ instructional practices that hinder its emergence.
AB - Despite the attested association between giftedness and high verbal abilities, and despite the central role attributed to classroom discourse analysis in educational research, discourse in gifted classes has not received due scholarly attention. This study takes a first step toward filling this gap. This study offers a microanalysis of a corpus of recorded and transcribed interactions from classes of gifted students in the Commonwealth of Virginia. This study focuses on student initiations and on the ways teachers handle these initiations. It is argued that the preponderance of student initiations in the classes observed sets a fertile ground for dialogic discourse to develop. However, student initiations do not guarantee the emergence of dialogic discourse, since teachers sometimes employ instructional practices that hinder its emergence.
KW - classroom discourse
KW - dialogic discourse
KW - discourse analysis
KW - gifted education
KW - initiation-response-evaluation (IRE)
UR - http://www.scopus.com/inward/record.url?scp=84896285534&partnerID=8YFLogxK
U2 - 10.1177/0016986214523312
DO - 10.1177/0016986214523312
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AN - SCOPUS:84896285534
SN - 0016-9862
VL - 58
SP - 149
EP - 163
JO - Gifted Child Quarterly
JF - Gifted Child Quarterly
IS - 2
ER -