Displays of Epistemic Access: Student Responses to Teacher Explanations

By T. Koole. 2010

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Epistemic search sequences in peer interaction in a content-based language classroom (2015, background): “knowledge and understanding (Koole 2010) or the lack thereof (Sert 2011; Sert and Walsh 2012) in response to teachers’ questions, as well as how teachers address students’ epistemic problems (Koole 2012; Sert 2013).”
The epistemics of student problems: Explaining mathematics in a multi-lingual class (2012, background): “…of epistemics management (Heritage, 1998, 2002, 2012a,b; Heritage and Raymond, 2005, forthcoming; Raymond and Heritage, 2006; Raymond and Zimmerman, 2007; Koole, 2010; Koschmann, 2011; Stivers et al., 2011a,b), but also to our knowledge of the interactional management of multi-lingual contexts.”
The Embodied Turn in Research on Language and Social Interaction (2015, background): “However, when articles include transcriptions that indicate no or minimal embodiment, and/or provide no associated images, readers are necessarily reliant on what authors reveal and claim in analyses (e.g., Koole, 2010; Pillet-Shore, 2003; Stivers & Rossano, 2010; Teas Gill, 2005).”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “The checking of student learning is mainly performed by asking questions, preferably questions that elicit a demonstration of knowledge (e.g., an explanation or elaboration) rather than only a claim of understanding (e.g., “I get it”; Koole, 2010; Sacks, 1992).”