How Contingent Questioning Promotes Extended Student Talk: A Function of Display Questions
By Maureen P. Boyd, D. Rubin. 2006
172 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/a3bd90e327a8db18ec8b7a0c4b1b2e1d60259fbe
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In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Dialogic teaching: talk in service of a dialogic stance (2011, background): “Recent research (Alexander 2006 ; Aukerman 2007 ; Boyd and Rubin 2002 , 2006 ; Kachur and Pendergast 1997 ; Linell and Markova 1993 ; Mercer and Littleton 2007 ) has come to recognize, however, that the outward appearances of particular instances of talk structures in a classroom are not nece”
- Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom (2015, background): “Analysis of SCTs and local conditions engendering them revealed a particular finding for the teacher talk: her extensive use of contingent questioning, questions that build on, extend, or respond to previous contributions within three preceding student utterances (Boyd & Rubin, 2006).”
- Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development (2011, background): “In addition, Boyd and Rubin (2006) defined productive discussion as extended student talk in which uninterrupted student utterances lasted 10 s or longer.”