The purpose of this study is to compare features of read-alouds from fourth grade classrooms that have been identified as very high-performing using contrasting rubrics for classroom observations, including an English/Language Arts-specific rubric, a general rubric designed for 4th-8th grade classrooms, and a general rubric designed for all subjects and grades. We draw on analytic tools from conversation analysis (Sacks, 1992) and positioning theory (Davies & Harré, 1990) to conduct a micro-analysis of instructional interactions during read-alouds in order to identify similarities and differences among read-alouds from exemplary classrooms across these three different rubric rating systems. In doing so we discuss the implications of each rubric as a guide for shaping specific instructional practices.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-7166 |
| Date | 09 April 2019 |
| Creators | Gabriel, R., Warren, Amber N., Ward, Natalia |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Source | ETSU Faculty Works |
Page generated in 0.0023 seconds