Abstract
The purpose of this study is to compare features of read-alouds from fourth grade classrooms that have been identified as very high-performing using contrasting rubrics for classroom observations, including an English/Language Arts-specific rubric, a general rubric designed for 4th-8th grade classrooms, and a general rubric designed for all subjects and grades. We draw on analytic tools from conversation analysis (Sacks, 1992) and positioning theory (Davies & Harré, 1990) to conduct a micro-analysis of instructional interactions during read-alouds in order to identify similarities and differences among read-alouds from exemplary classrooms across these three different rubric rating systems. In doing so we discuss the implications of each rubric as a guide for shaping specific instructional practices.
| Original language | American English |
|---|---|
| State | Published - Apr 9 2019 |
| Event | American Educational Research Association Annual Meeting - Toronto, Canada Duration: Apr 9 2019 → … |
Conference
| Conference | American Educational Research Association Annual Meeting |
|---|---|
| Period | 4/9/19 → … |
Keywords
- classrooms
- observation tools
- rubrics
Disciplines
- Curriculum and Instruction