Classroom discourse and disability
Interactional opportunities for development of self-determination beliefs
Bibliographic Data
| ID | 21348490 |
|---|---|
| Authors | Rebecca Louick (0000-0003-2579-5551, School of Education, St. John’s University, Queens, New York, USA, corresponding author), Min Wang (0000-0001-8567-8125, School of Education, St. John’s University, Queens, New York, USA) |
| Year | 2021 |
| Volume | 114 |
| Issue | 1 |
| Pages | 52-63 |
| Publication date | 2021-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2021.1872475 |
| OpenAlex | W3127193143 |
| Language | EN |
| Citations received | 3 |
| References cited | 45 |
This qualitative study of ongoing interactions in a high school classroom illustrates how teachers’ specific interactive choices can provide crucial opportunities for students with disabilities to develop feelings of self-determination. Classroom video data, collected throughout a multi-week writing assignment, were analyzed using a discourse analytic approach, focusing on how student and teacher used linguistic resources (such as personal pronouns and modal verbs), as well as how they co-constructed the context for learning. Findings enabled greater understanding of the ways in which participants negotiated issues of power, role, and responsibility over the course of an academic project. The relationships built in this particular special education learning environment supported the focus student in seeing learning supports and strategies as acceptable, useful, and desirable; these relationships also allowed him opportunities to develop the self-regulatory skills and feelings of relatedness critical to strong self-determination beliefs
Context (archaeology) · Feeling · Mathematics education · Pedagogy · Power (physics) · Collaborative Teaching and Inclusion · Disability Education and Employment · Psychology · Social Psychology · Teacher Education and Leadership Studies
Handbook of Motivation at School
Doing Conversation Analysis
Interpersonal Relationships, Motivation, Engagement, and Achievement
Discourse Analysis
“It sound like a paragraph to me”
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Learning Lessons
What's in a Name? The Implications of Diagnosis for People with Learning Difficulties and their Family Carers
Developing knowledge-in-action with a learning progression
Judy constructs a genuine question
Teachers’ beliefs about low-achieving students and higher order thinking
Classroom discourse. The language of teaching and learning
Learning English at School
Questions in Time
Inclusion, Power, and Community
The "What" and "Why" of Goal Pursuits
The support of autonomy and the control of behavior
A bit of common ground
Researchers, Reflexivity, and Good Data
Diversity in Teacher Education and Special Education
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |