Conversational prosody or tone of voice (e.g. intonation, pauses, speech rate etc.) plays an essential role in our daily communication. Research studies in various contexts have shown that prosody can function as an interactional device for the management of our social interaction (Hellermann, 2003, Wennerstrom, 2001, Wells and Macfarlane, 1998, Couper-Kuhlen, 1996). However, not much research focus has been given to the pedagogical implications of conversational prosody in classroom teaching and learning. Informed by Community of Practice theory (Lave and Wenger, 1991) and Academic Task and Social Participation Structure (Erickson, 1982), which place participation at the core of the learning development, the current research employs an exploratory case study to examine the function of speech prosody during the co-construction of classroom talk-in-interaction in and between different classroom activities (e.g. whole class instruction, group discussion, group presentation, etc.). Audio–video data of classroom lessons were collected over a two-month period. Transcribing conventions described by Atkinson and Heritage (1984) were adopted to note the prosodic features in the recordings. Prosodic features such as pauses, volume, intonation, and speech rate were set as the main criteria for analysing the classroom talk. Analysis of the transcripts showed that speech prosody can function as a coordination tool for language learners to organise their social participation roles in collaborative learning activities (e.g. forming alignment, managing turn-taking, signalling repair sequences, etc.). The research also showed that prosody can function as a pedagogical tool for language teachers to manage classroom interactional ground (e.g. provide scaffolding, align academic task structure and social participation structure, frame classroom environment, etc.). Moreover, the research showed that prosodic analysis can be an effective tool in unfolding the pedagogical importance of classroom interaction (e.g. IRE/F sequences) in classroom teaching and learning.

<p>South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo / learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo / responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.</p>

The key postulation of the research is: learning an additional language should go together with learning its culture. Through personal experience as an EAL learner and EFL teacher, the researcher examines the interconnected system of the learner’s motivations, premising that language cognition could engage a meta-cognitive search for L, as a symbol of the researcher’s inner world, and arising from L such concepts as Language, Learning, Life, Love, and Led Zeppelin. Quest and examination of those concepts analyze sense-data, the researcher’s short literary works written in Russian and translated into English. The canvas of the author’s writing is presented in a symbolic form of literary and musical Islands with which she creates her arts-informed research of new learning-teaching interactions with the learning component as dominating in this interaction. The researcher looks for new perspectives on education as a lifelong process that takes place between I-world and They-world through internalization-externalization. / May 2008

Thesis(Ph.D.)--Case Western Reserve University, 2010 / Title from PDF (viewed on 2010-01-28) Department of Organizational Behavior Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 226-238). Also available for download via the World Wide Web; free to University of Oregon users.

<p>South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo / learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo / responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.</p>

The key postulation of the research is: learning an additional language should go together with learning its culture. Through personal experience as an EAL learner and EFL teacher, the researcher examines the interconnected system of the learner’s motivations, premising that language cognition could engage a meta-cognitive search for L, as a symbol of the researcher’s inner world, and arising from L such concepts as Language, Learning, Life, Love, and Led Zeppelin. Quest and examination of those concepts analyze sense-data, the researcher’s short literary works written in Russian and translated into English. The canvas of the author’s writing is presented in a symbolic form of literary and musical Islands with which she creates her arts-informed research of new learning-teaching interactions with the learning component as dominating in this interaction. The researcher looks for new perspectives on education as a lifelong process that takes place between I-world and They-world through internalization-externalization.

The key postulation of the research is: learning an additional language should go together with learning its culture. Through personal experience as an EAL learner and EFL teacher, the researcher examines the interconnected system of the learner’s motivations, premising that language cognition could engage a meta-cognitive search for L, as a symbol of the researcher’s inner world, and arising from L such concepts as Language, Learning, Life, Love, and Led Zeppelin. Quest and examination of those concepts analyze sense-data, the researcher’s short literary works written in Russian and translated into English. The canvas of the author’s writing is presented in a symbolic form of literary and musical Islands with which she creates her arts-informed research of new learning-teaching interactions with the learning component as dominating in this interaction. The researcher looks for new perspectives on education as a lifelong process that takes place between I-world and They-world through internalization-externalization.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Bert Goldman; submitted to the Dept. of Curriculum and Instruction. Title from PDF t.p. (viewed Aug. 26, 2009). Includes bibliographical references (p. 101-106).