Karianne Skovholt
Biographic Data
| ID | 6490130 |
|---|---|
| NAME | Karianne Skovholt |
| GIVEN NAMES | Karianne |
| FAMILY NAME | Skovholt |
| SIGNATURE | SKOVHOLT K |
| AFFILIATIONS | University of South-Eastern Norway |
| ORCID | 0000-0001-6774-4512 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The effectiveness of the Conversation Analytic Role-Play Method (Carm) on teachers' and classroom assistants' self-efficacy and interactional awareness: Identifying and responding to aided-speaking st…
This study investigates the effect of communication skills training concerning aided-speaking students’ questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on sel…
How Do Students Receive Help from Teachers? Initiating Assistance in Small Group Classroom Interactions
How do teachers decide when and how to help their students if not explicitly asked to do so? Based on conversation analysis of 14 h of video-recorded small group interactions in secondary schools, we discovered that teachers and students orient to subtle actions built through embodied conduct, to decide whether or not assistance is needed. We also found that problem-solving can be initiated without disturbing students’ progress and that the teach…
The effectiveness of the Conversation Analytic Role-Play Method (Carm) on interactional awareness: A feasibility randomized controlled trial with student teachers
This study tested the effectiveness of communication skills training intervention CARM (Conversation Analytic Role-play Method) on student teachers at a university in Norway. A feasibility randomized controlled trial (n = 41) found significant positive effects (d = 1.09) of the intervention on interactional awareness. Qualitative and quantitative results from an acceptability and satisfaction questionnaire revealed that the CARM training proves t…
How teachers use prosody to guide students towards an adequate answer
Asking more than one question in one turn in oral examinations and its impact on examination quality
The assessment of oral skills is a key part of school examination systems around the world. Typically, examiners engage candidates in a conversational encounter to elicit assessable talk. However, we know little about how examiner's elicitations may impact, constrain, or create opportunities for subsequent talk by candidates. In this study, we analyse a Norwegian dataset comprising video-recorded disciplinary oral competence exams in secondary sc…
Anatomy of a teacher–student feedback encounter
The Communicative Functions of Emoticons in Workplace E-Mails: ()
CMC research presents emoticons as visual representations of writers' emotions. We argue that the emoticons in authentic workplace e-mails do not primarily indicate writers' emotions. Rather, they provide information about how an utterance is supposed to be interpreted. We show that emoticons function as contextualization cues, which serve to organize interpersonal relations in written interaction. They serve 3 communicative functions. First, whe…
Email Copies in Workplace Interaction
This study examines how employees in a distributed work group use email copies in networks of collaboration. It studies the audience design of messages with multiple recipients, analyzing explicit and implicit addressing devices used to appoint recipients as primary and secondary participants in the interaction. Copying in recipients serves to share knowledge of ongoing projects and to build up a common information pool. Furthermore, it is used t…
The Communicative Functions of Emoticons in Workplace E-Mails: ()
CMC research presents emoticons as visual representations of writers' emotions. We argue that the emoticons in authentic workplace e-mails do not primarily indicate writers' emotions. Rather, they provide information about how an utterance is supposed to be interpreted. We show that emoticons function as contextualization cues, which serve to organize interpersonal relations in written interaction. They serve 3 communicative functions. First, whe…
Email Copies in Workplace Interaction
This study examines how employees in a distributed work group use email copies in networks of collaboration. It studies the audience design of messages with multiple recipients, analyzing explicit and implicit addressing devices used to appoint recipients as primary and secondary participants in the interaction. Copying in recipients serves to share knowledge of ongoing projects and to build up a common information pool. Furthermore, it is used t…
The effectiveness of the Conversation Analytic Role-Play Method (Carm) on interactional awareness: A feasibility randomized controlled trial with student teachers
This study tested the effectiveness of communication skills training intervention CARM (Conversation Analytic Role-play Method) on student teachers at a university in Norway. A feasibility randomized controlled trial (n = 41) found significant positive effects (d = 1.09) of the intervention on interactional awareness. Qualitative and quantitative results from an acceptability and satisfaction questionnaire revealed that the CARM training proves t…
Asking more than one question in one turn in oral examinations and its impact on examination quality
The assessment of oral skills is a key part of school examination systems around the world. Typically, examiners engage candidates in a conversational encounter to elicit assessable talk. However, we know little about how examiner's elicitations may impact, constrain, or create opportunities for subsequent talk by candidates. In this study, we analyse a Norwegian dataset comprising video-recorded disciplinary oral competence exams in secondary sc…
Email Copies in Workplace Interaction
This study examines how employees in a distributed work group use email copies in networks of collaboration. It studies the audience design of messages with multiple recipients, analyzing explicit and implicit addressing devices used to appoint recipients as primary and secondary participants in the interaction. Copying in recipients serves to share knowledge of ongoing projects and to build up a common information pool. Furthermore, it is used t…
The Communicative Functions of Emoticons in Workplace E-Mails: ()
CMC research presents emoticons as visual representations of writers' emotions. We argue that the emoticons in authentic workplace e-mails do not primarily indicate writers' emotions. Rather, they provide information about how an utterance is supposed to be interpreted. We show that emoticons function as contextualization cues, which serve to organize interpersonal relations in written interaction. They serve 3 communicative functions. First, whe…
Anatomy of a teacher–student feedback encounter
How teachers use prosody to guide students towards an adequate answer
Asking more than one question in one turn in oral examinations and its impact on examination quality
The assessment of oral skills is a key part of school examination systems around the world. Typically, examiners engage candidates in a conversational encounter to elicit assessable talk. However, we know little about how examiner's elicitations may impact, constrain, or create opportunities for subsequent talk by candidates. In this study, we analyse a Norwegian dataset comprising video-recorded disciplinary oral competence exams in secondary sc…
How Do Students Receive Help from Teachers? Initiating Assistance in Small Group Classroom Interactions
How do teachers decide when and how to help their students if not explicitly asked to do so? Based on conversation analysis of 14 h of video-recorded small group interactions in secondary schools, we discovered that teachers and students orient to subtle actions built through embodied conduct, to decide whether or not assistance is needed. We also found that problem-solving can be initiated without disturbing students’ progress and that the teach…
The effectiveness of the Conversation Analytic Role-Play Method (Carm) on interactional awareness: A feasibility randomized controlled trial with student teachers
This study tested the effectiveness of communication skills training intervention CARM (Conversation Analytic Role-play Method) on student teachers at a university in Norway. A feasibility randomized controlled trial (n = 41) found significant positive effects (d = 1.09) of the intervention on interactional awareness. Qualitative and quantitative results from an acceptability and satisfaction questionnaire revealed that the CARM training proves t…
The effectiveness of the Conversation Analytic Role-Play Method (Carm) on teachers' and classroom assistants' self-efficacy and interactional awareness: Identifying and responding to aided-speaking st…
This study investigates the effect of communication skills training concerning aided-speaking students’ questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on sel…
Psychology (8 works) · Communication (6 works) · Pedagogy (6 works) · Communication (5 works) · Conversation (5 works) · Conversation analysis (5 works) · Language, Discourse, Communication Strategies (5 works) · Mathematics education (5 works) · Computer Science (4 works) · Discourse Analysis in Language Studies (3 works)