Classroom Discourse: The Language of Teaching and Learning. Second Edition.

By C. Cazden. 2001

2,507 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d5b1d587d2c489119f2840bb661004ca87f1a9a2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Developing Formative Teacher Assessment: Knowledge, Practice, and Change (2004, methodology): “sponse, teacher evaluation (IRE) is the most common pattern of classroom discourse at all grade levels” (Cazden, 1988, p. 29; also see Mehan, 1979). (IRE is also sometimes referred to as IRF where F stands for feedback). In this analytic schema formative teacher assessment appears most obviously in ”
Literature Discussions in Adult L2 Learning (2004, background): “Disappointingly, IRE (teacher initiation, student response, teacher evaluation) sequence (Cazden, 1988; Mehan, 1979) of discourse pattern, which encourages a structured single answer or short utterances, occurs dominantly in many ESL classrooms (Ernst, 1994; Johnson, 1995).”
Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom (2009, background): “The complexities involved in scaffolding may contribute to research findings showing that teachers in the primary grades do not often engage in use of scaffolding strategies (e.g., Cazden 1988).”
Mediating Language Learning: Teacher Interactions With ESL Students in a Content-Based Classroom (2003, methodology): “The metaphor of scaffolding has been used by mother tongue and L2 educators to describe the nature of this assisted performance, which involves not simply helping to do but helping to know how to do (Brooks, 1992; Cazden, 1988; Lee & Smogarinsky, 2000; Maybin, Mercer, & Stierer, 1992; Mercer, 1994; ”
Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions (2011, background): “Cazden (2001) and Pontecorvo (1993) assert that the ability to perform a task independently is not simply a matter of internalization or a mere copying of the behavior presented by others.”
Teaching Mathematics in a Primary Multilingual Classroom (2005, methodology): “interaction is similar to the three-part sequence of teacher initiation, student response, teacher evaluation (IRE) that is described in the literature as the most common pattern of classroom discourse (Cazden, 1988; Mehan, 1979).”
Question-asking in childhood: A review of the literature and a framework for understanding its development (2018, background): “As a result, even if someone is available and able to answer a question, it may not be appropriate to ask that particular question at that particular moment in that particular setting (Cazden, 2001).”
Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research (2016, background): “Research shows that the Initiate-Respond-Evaluate (IRE) discourse pattern dominates classroom interactions in U.S. classrooms (Cazden, 2001; Goodlad, 1984).”
‘Would you like to tidy up now?’ An analysis of adult questioning in the English Foundation Stage (2008, background): “It was in the 1970s and 1980s that researchers studying classroom interactions in the USA (Mehan 1979; Cazden 1988) first identified a triadic sequence of ‘Initiation’, ‘Response’, and ‘Evaluation’ (the ‘IRE’) that often appeared to represent ‘the most common pattern of classroom discourse at all…”
Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children (2013, background): “The whole working procedure obviously follows a typical IRE-format (initiation-response-evaluation) that is so common in traditional classrooms (see Cazden 2001 ).”
The effect of productive classroom talk and metacommunication on young children's oral communicative competence and subject matter knowledge: An intervention study in early childhood education (2017, methodology): “In the past decades, research on classroom discourse has received a considerable amount of attention in the educational sciences and beyond (for example, Cazden, 2001; Howe & Abedin, 2013; Resnick, Asterhan, & Clarke, 2015). This body of research has provided some support for the claim that dialogic”
Massively Multiplayer Online Video Gaming as Participation in a Discourse (2006, background): “Coming out of the New Literacy Studies (e.g., Barton, 1994; Cazden 1988; Cook-Gumperz 1986; Gumperz, 1982; Heath, 1983; Kress, 1985; Street, 1984, 1993), discourse theory maintains a focus on individuals’ (inter)actions in the social and material world, but, by foregrounding the role of d/Discourse…”