Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse

By Martin Nystrand, Lawrence L. Wu, Adam Gamoran, Susie Zeiser, D. Long. 2003

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Teacher professional development as a means of transforming student classroom talk (2016, methodology): “…triadic interaction e discursive sequences that involve at least three actors (Molinari&Mameli, 2013; 2015), the occurrence of student questions (Nystrand et al., 2001), the expression by students of thoughts with reasoning (Pimentel & McNeill, 2013), the presence of elaborated explanation in…”
What the Discourse Tells Us: Talk and Indicators of High-Level Comprehension. (2008, methodology): “…for which there is good theoretical warrant for believing they are linked to high-level thinking and comprehension and good empirical research for demonstrating that connection (King, 1994; Newman, 1990; Nystrand et al., 1997, 2003; Taylor, Pearson, Clark, &Walpole, 2000;Wegerif et al., 1999).”
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas (2020, background): “Knowledge is not provided by teachers, but is instead negotiated by teachers and students in collaboration as they engage in uptake and reshaping of each other’s ideas in dialogic interaction (Nystrand & Gamoran, 1991; Nystrand et al., 2003).”
Classroom discourse and the distribution of student engagement (2007, background): “Moreover, event history analyses clearly indicate that instances of substantive student participation are often driven by the nature of teacher questions during Q&A sessions ( Nystrand et al. 2003 ).”