Shireen Al‐adeimi
Dados Biográficos
| ID | 4634922 |
|---|---|
| NOME | Shireen Al‐adeimi |
| PRENOMES | Shireen |
| SOBRENOME | Al‐adeimi |
| ASSINATURA | AL ADEIMI S |
| AFILIAÇÕES | Michigan State University |
| ORCID | 0000-0002-6365-1500 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 5 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2023 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
I hate that I didn’t know this”
Addressing imperial evasion
Despite the pervasive impact of US imperialism, it is often ignored in US schools and teacher preparation programs.This paper introduces the concept of imperial evasion, which refers to the process of ignoring and denying imperialism and its effects.The authors argue that it is imperative that educators work to interrogate imperialist ideologies through curricula, and prepare future educators to disrupt such ideologies, policies, and practices in…
Navigating controversial discussions
Despite its importance for students’ learning, engaging students in dialogic discussions, especially about controversial, justice-oriented topics, can be difficult for U.S. teachers to enact due to current political constraints. In this study, we explore how three middle school teachers engaged their students in curriculum-embedded discussions on a controversial topic and highlight their deployment of talk moves to invoke or extend discussions, a…
Debating the Purpose of Talk
Classroom discourse is widely recognized as a cornerstone of student learning. Yet, beneath the apparent consensus about the value of academically productive talk lie significant tensions regarding the teacher’s role. Drawing on reflections from a multiyear research project, we highlight these tensions through two contrasting cases: a teacher-directed historical discussion and a student-led scientific inquiry. These examples reveal divergent valu…
Speaking Up or Staying Silent
While scholars emphasize the importance of dialogic talk in fostering students' critical thinking, collaborative learning, and literacy, it remains rare in classroom practice. To better understand students' perspectives on motivations and hindrances for engaging in such discussions, this mixed methods study analyzes 693 survey responses from middle school students who participated in the Word Generation program, a supplementary discussion and deb…
Think Tanks as Stenographers of the State
The call is coming from the house’
Supporting Literacy Through the Justice and Dialogic Education ( Jade ) Framework
This paper introduces the Justice and Dialogic Education (JADE) framework, which integrates dialogic instruction with justice‐oriented pedagogies to foster transformative classroom environments. Dialogic instruction emphasizes collaborative, student‐centered learning and has been shown to support academic outcomes such as reading comprehension, critical thinking, and persuasive writing. Simultaneously, justice‐oriented pedagogies, rooted in asset…
Questions and Answers
While the merits of dialogic talk for supporting students' learning is well documented, the contribution of specific talk moves on learning outcomes remains less understood. This study was conducted to investigate how student‐generated talk moves during whole‐classroom discussions, as captured by the Low‐Inference Discourse Observation tool, predict subsequent written persuasive essays on the same topic. In this study, 471 written persuasive essa…
Roles of engagement
Dialogic talk affords students opportunities to share ideas and co‐construct knowledge while developing various literacy skills such as perspective taking, text comprehension, and argumentative reasoning. In this study, we examine how seventh‐ and eighth‐grade students in four classrooms discuss a controversial topic about changing a National Football League team's controversial name and analyze their discursive roles using thematic content analy…
Capturing Classroom Talk With the Low- Inference Discourse Observation Tool
This paper introduces the LIDO, or the Low-Inference Discourse Observation tool, that captures discourse moves produced by students and teachers in whole-classroom discussions. Coding methods are described, followed by analyses that explore validity of the LIDO through correlations among LIDO-coded discourse moves and between LIDO scores and scores on the Instructional Support domain of the Classroom Assessment Scoring System-Secondary, utilizing…
Capturing Classroom Talk With the Low- Inference Discourse Observation Tool
This paper introduces the LIDO, or the Low-Inference Discourse Observation tool, that captures discourse moves produced by students and teachers in whole-classroom discussions. Coding methods are described, followed by analyses that explore validity of the LIDO through correlations among LIDO-coded discourse moves and between LIDO scores and scores on the Instructional Support domain of the Classroom Assessment Scoring System-Secondary, utilizing…
Think Tanks as Stenographers of the State
The call is coming from the house’
Questions and Answers
While the merits of dialogic talk for supporting students' learning is well documented, the contribution of specific talk moves on learning outcomes remains less understood. This study was conducted to investigate how student‐generated talk moves during whole‐classroom discussions, as captured by the Low‐Inference Discourse Observation tool, predict subsequent written persuasive essays on the same topic. In this study, 471 written persuasive essa…
Roles of engagement
Dialogic talk affords students opportunities to share ideas and co‐construct knowledge while developing various literacy skills such as perspective taking, text comprehension, and argumentative reasoning. In this study, we examine how seventh‐ and eighth‐grade students in four classrooms discuss a controversial topic about changing a National Football League team's controversial name and analyze their discursive roles using thematic content analy…
Capturing Classroom Talk With the Low- Inference Discourse Observation Tool
This paper introduces the LIDO, or the Low-Inference Discourse Observation tool, that captures discourse moves produced by students and teachers in whole-classroom discussions. Coding methods are described, followed by analyses that explore validity of the LIDO through correlations among LIDO-coded discourse moves and between LIDO scores and scores on the Instructional Support domain of the Classroom Assessment Scoring System-Secondary, utilizing…
Addressing imperial evasion
Despite the pervasive impact of US imperialism, it is often ignored in US schools and teacher preparation programs.This paper introduces the concept of imperial evasion, which refers to the process of ignoring and denying imperialism and its effects.The authors argue that it is imperative that educators work to interrogate imperialist ideologies through curricula, and prepare future educators to disrupt such ideologies, policies, and practices in…
Navigating controversial discussions
Despite its importance for students’ learning, engaging students in dialogic discussions, especially about controversial, justice-oriented topics, can be difficult for U.S. teachers to enact due to current political constraints. In this study, we explore how three middle school teachers engaged their students in curriculum-embedded discussions on a controversial topic and highlight their deployment of talk moves to invoke or extend discussions, a…
Debating the Purpose of Talk
Classroom discourse is widely recognized as a cornerstone of student learning. Yet, beneath the apparent consensus about the value of academically productive talk lie significant tensions regarding the teacher’s role. Drawing on reflections from a multiyear research project, we highlight these tensions through two contrasting cases: a teacher-directed historical discussion and a student-led scientific inquiry. These examples reveal divergent valu…
Speaking Up or Staying Silent
While scholars emphasize the importance of dialogic talk in fostering students' critical thinking, collaborative learning, and literacy, it remains rare in classroom practice. To better understand students' perspectives on motivations and hindrances for engaging in such discussions, this mixed methods study analyzes 693 survey responses from middle school students who participated in the Word Generation program, a supplementary discussion and deb…
Think Tanks as Stenographers of the State
The call is coming from the house’
Supporting Literacy Through the Justice and Dialogic Education ( Jade ) Framework
This paper introduces the Justice and Dialogic Education (JADE) framework, which integrates dialogic instruction with justice‐oriented pedagogies to foster transformative classroom environments. Dialogic instruction emphasizes collaborative, student‐centered learning and has been shown to support academic outcomes such as reading comprehension, critical thinking, and persuasive writing. Simultaneously, justice‐oriented pedagogies, rooted in asset…
Questions and Answers
While the merits of dialogic talk for supporting students' learning is well documented, the contribution of specific talk moves on learning outcomes remains less understood. This study was conducted to investigate how student‐generated talk moves during whole‐classroom discussions, as captured by the Low‐Inference Discourse Observation tool, predict subsequent written persuasive essays on the same topic. In this study, 471 written persuasive essa…
I hate that I didn’t know this”
Dialogic (7 obras) · Pedagogy (7 obras) · Sociology (7 obras) · Mathematics education (6 obras) · Psychology (6 obras) · Curriculum (4 obras) · Qualitative research (4 obras) · Teacher Education and Leadership Studies (4 obras) · Critical Race Theory in Education (3 obras) · Discourse analysis (3 obras)