Marit Skarbø Solem
Biographic Data
| ID | 96826 |
|---|---|
| NAME | Marit Skarbø Solem |
| GIVEN NAMES | Marit Skarbø |
| FAMILY NAME | Solem |
| SIGNATURE | SOLEM M S |
| AFFILIATIONS | University of South-Eastern Norway |
| ORCID | 0000-0003-0523-5573 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
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…
Negotiating knowledge claims: Students’ assertions in classroom interactions
This study examines interactional sequences in which students make assertions about topic-relevant matters in classroom interactions. Using a Conversation Analytical approach, I show how the students’ knowledge claims lead to negotiations of sequential and epistemic rights to make such claims. Through these negotiations, the students upgrade their epistemic stance by repeating or backing their claims with accounts and providing evidence of them. …
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…
Negotiating knowledge claims: Students’ assertions in classroom interactions
This study examines interactional sequences in which students make assertions about topic-relevant matters in classroom interactions. Using a Conversation Analytical approach, I show how the students’ knowledge claims lead to negotiations of sequential and epistemic rights to make such claims. Through these negotiations, the students upgrade their epistemic stance by repeating or backing their claims with accounts and providing evidence of them. …
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…
Negotiating knowledge claims: Students’ assertions in classroom interactions
This study examines interactional sequences in which students make assertions about topic-relevant matters in classroom interactions. Using a Conversation Analytical approach, I show how the students’ knowledge claims lead to negotiations of sequential and epistemic rights to make such claims. Through these negotiations, the students upgrade their epistemic stance by repeating or backing their claims with accounts and providing evidence of them. …
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…
Psychology (5 works) · Conversation (4 works) · Conversation analysis (4 works) · Language, Discourse, Communication Strategies (4 works) · Pedagogy (4 works) · Communication (3 works) · Computer Science (3 works) · Discourse Analysis in Language Studies (3 works) · EFL/ESL Teaching and Learning (3 works) · Mathematics education (3 works)