Tanya Christ
Biographic Data
| ID | 3828322 |
|---|---|
| NAME | Tanya Christ |
| GIVEN NAMES | Tanya |
| FAMILY NAME | Christ |
| SIGNATURE | CHRIST T |
| AFFILIATIONS | Oakland University |
| ORCID | 0000-0003-0982-6530 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Teacher and Emergent Bilingual Student Read-Aloud Mediations
We explored (a) emergent bilingual students’ talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students’ read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Mov…
Recognizing Emergent Bilingual Parent-Child Dyads’ Funds of Identity through Their Discussions about Culturally Relevant Text
The goals of this paper were to: (1) recognize the funds of identity that five emergent bilingual mother-child dyads express while making personal connections to culturally relevant books, (2) identify whether each dyad’s responses were convergent or divergent, and (3) explore how these discussions expanded participants’ views of one another or affirmed their shared identities. Each dyad video-recorded 9 book discussions (45 total). Then, each pa…
How Two Emergent Bilingual Students from Refugee Families Make Inferences with More and Less Culturally Relevant Texts during Read‐Alouds
This study explored how two emergent bilinguals (EBs) from refugee families made inferences with more and less culturally relevant texts. The study took place in a third‐grade pull‐out small group class in a Midwestern U.S. city. Data included video‐recordings and transcripts of all 12 read‐aloud discussion lessons of four books, interviews with the teacher and students, and children’s and teacher’s cultural relevance ratings for each book. The C…
Kindergartener’s meaning making with multimodal app books
Video use in teacher education
Facilitation and Teacher Behaviors
This study explored how peer and professor facilitations are related to teachers' behaviors during video-case discussions. Fourteen inservice teachers produced 1,787 turns of conversation during 12 video-case discussions that were video-recorded, transcribed, coded, and analyzed with statistical discourse analysis. Professor facilitations (sharing experiences; affirming ideas; and asking for critical thinking, information, observations, and conne…
Using story dictation to support young children's vocabulary development
Video use in teacher education
Facilitation and Teacher Behaviors
This study explored how peer and professor facilitations are related to teachers' behaviors during video-case discussions. Fourteen inservice teachers produced 1,787 turns of conversation during 12 video-case discussions that were video-recorded, transcribed, coded, and analyzed with statistical discourse analysis. Professor facilitations (sharing experiences; affirming ideas; and asking for critical thinking, information, observations, and conne…
Kindergartener’s meaning making with multimodal app books
Using story dictation to support young children's vocabulary development
Facilitation and Teacher Behaviors
This study explored how peer and professor facilitations are related to teachers' behaviors during video-case discussions. Fourteen inservice teachers produced 1,787 turns of conversation during 12 video-case discussions that were video-recorded, transcribed, coded, and analyzed with statistical discourse analysis. Professor facilitations (sharing experiences; affirming ideas; and asking for critical thinking, information, observations, and conne…
Video use in teacher education
Kindergartener’s meaning making with multimodal app books
Teacher and Emergent Bilingual Student Read-Aloud Mediations
We explored (a) emergent bilingual students’ talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students’ read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Mov…
Recognizing Emergent Bilingual Parent-Child Dyads’ Funds of Identity through Their Discussions about Culturally Relevant Text
The goals of this paper were to: (1) recognize the funds of identity that five emergent bilingual mother-child dyads express while making personal connections to culturally relevant books, (2) identify whether each dyad’s responses were convergent or divergent, and (3) explore how these discussions expanded participants’ views of one another or affirmed their shared identities. Each dyad video-recorded 9 book discussions (45 total). Then, each pa…
How Two Emergent Bilingual Students from Refugee Families Make Inferences with More and Less Culturally Relevant Texts during Read‐Alouds
This study explored how two emergent bilinguals (EBs) from refugee families made inferences with more and less culturally relevant texts. The study took place in a third‐grade pull‐out small group class in a Midwestern U.S. city. Data included video‐recordings and transcripts of all 12 read‐aloud discussion lessons of four books, interviews with the teacher and students, and children’s and teacher’s cultural relevance ratings for each book. The C…
Psychology (7 works) · Computer Science (5 works) · Mathematics education (5 works) · Linguistics (4 works) · Reading and Literacy Development (4 works) · Pedagogy (3 works) · Sociology (3 works) · Comprehension (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works)