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1.
Research on graphing presents its results as if knowing and understanding were something stored in peoples' minds independent of the situation that they find themselves in. Thus, there are no models that situate interview responses to graphing tasks. How, then, we question, are the interview texts produced? How do respondents begin and end utterances? And, what is the relation between words and gestures used as part of the communication? Based on a database developed in two studies with research scientists (N = 37), we developed a theoretical framework using cultural-historical activity theory for understanding the texts produced during interviews. Our framework addresses three major findings, whose implications are discussed in the paper. First, the interview text is the contingent and situated product of the entire activity system, including interviewer and other aspects of the setting; the interview text can therefore not be reduced to the cognitive properties of the individual interviewee. Second, the interpretation unfolds in time, shaping the way the graph itself is perceived; unlike a written text that accompanies a graph, the verbally produced interview text therefore has to be analyzed through a moving interpretive window without recourse to subsequently produced talk. Third, gestures, speech, and the perceptual aspects of the graph currently salient to the interviewee, have to be understood as expressions that are irreducible to one another, requiring comprehensive research reports to present all modes of concurrent expression. 相似文献
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Phyllis G. L. Chew 《Asia Pacific Journal of Education》1994,14(1):67-79
One of the key criteria for success in an educational interview is the extent of deference which the interviewee shows to the interviewer and to the educational establishment in question. The display of deference by the interviewee or the less powerful participant in any form of gatekeeping interview is something which is often assumed or taken for granted. Yet how this is effected through both the verbal and non-verbal modalities has not always been clear. This article focuses on the verbal and non-verbal expression of deference through the use of modality and discourse etiquette. 相似文献
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贾彩萍 《青海师范大学学报(哲学社会科学版)》2003,(4):87-89
成功的电视语言采访是电视记和节目主持人各方面素质的综合体现，而其中，细致的现场观察、采访问题巧妙的设计，采访和被采访双向的交流和沟通是应熟练掌握的技能技巧。本结合作自己的作品和电视采访经验论述了上述的三点。 相似文献
5.
张红丽 《山西广播电视大学学报》2003,8(3):85-86
在“以任务为中心的教学法“中,学生在完成交际任务时,会碰到生词.遇到这种情况处理的方法.可分为三个阶段:任务前阶段、任务中阶段和任务后阶段.学习者能在没有教师帮助的情况下,理解、掌握生词并使用它们来完成交际任务. 相似文献
6.
英语面试语境中受试者的语用策略分析 总被引：3，自引：1，他引：2
随着经济的发展和英语应用的日益普及,英语面试逐渐成为目前社会机构筛选和考察人员常用的手段。但是由于面试语境中交际双方权势上的悬殊,使得处于弱势的受试者除了具备扎实的英语听、说能力外,还应积极采取有效的交际语用策略,使自己最终赢得面试官的认同,取得社会承认,获得有利于自己的结果。 相似文献
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李芝莉 《漯河职业技术学院学报》2009,8(1):90-92
电视访谈节目作为口头会话的一种,具有独特的会话背景。作为访谈节目主要的参与者,主持人和嘉宾通过互动实现信息的传递。本文从关联理论的角度出发,探讨在电视该谈节目中嘉宾如何解读主持人的话语以期达到两者之间更好的交流效果。 相似文献
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Oliver F. Jenkins 《Journal of Mathematics Teacher Education》2010,13(2):141-154
A structured interview process is proffered as an effective means to advance prospective teachers’ understandings of students
as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three
phases with the primary objective of developing listening skills for accessing students’ mathematical thinking. The interviews
adhere to clinical interview procedures for discovering cognitive activities and, accordingly, are initiated by presenting
an open-ended mathematics task. Three rounds of interviews were completed by undergraduates enrolled in a middle school mathematics
methods course. Anecdotal data generated by their interview reports suggest that the structured interview process engenders
an interpretive orientation to listening to students and furthers awareness of how students make sense of mathematics. Features
of the interview process that may limit its potential benefits are discussed; recommendations for further study are proposed. 相似文献
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M. Kathleen Heid Glendon W. Blume Rose Mary Zbiek Barbara S. Edwards 《Educational Studies in Mathematics》1998,37(3):223-249
Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are
one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics
teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use
technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned
to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions
that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived
importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics
and needs; and teachers' perceptions of interviewing and the role of questioning in interviews.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
10.
Yara Shaban Michelle Hoda Wilkerson 《International Journal of Science Education》2013,35(12):1579-1599
ABSTRACTScience educators demonstrated that students’ framings – their expectations of what is going on – influence how they participate, and what science knowledge they reveal, in clinical interviews. This paper complements research that explores how interviewers are likely to affect student framings, by exploring how subtler interactions can lead students to change their framings, and thus their behaviour, in unexpected ways. We present data from interviews with two students, Sarah and Omar, as they reasoned about evaporation and condensation. Sarah demonstrated spontaneous changes in how she participated over the course of the interview, whereas Omar demonstrated subtler changes that existing methods may not capture. These changes affected the nature of scientific knowledge and reasoning demonstrated by each participant, but could not be fully explained by response to interviewer behaviour. We use the constructs of footing and positioning theory to examine how students participated during the interviews, and how this affected the ways they demonstrated knowledge and reasoning about the interview topic. In both cases, footing and positioning theory allowed us to better understand the dynamic ways students engage in the interview. This paper contributes new methods for analysing complex interview dynamics, and suggests situations for which such methods are necessary. 相似文献
11.
话语的机构性权力:电视访谈中的话轮转换 总被引：1，自引：0，他引：1
李慧锋 《北京工业职业技术学院学报》2006,5(4):49-52
话轮(turn)是人们日常会话的基本结构单位,包括说话轮次的长短,顺序,内容变化等.以H.Sacks等人提出的话轮转换规则为理论基础,通过对电视访谈的分析,对话轮转换规则进行探讨.结果表明,话轮转换规则不仅在日常会话中起作用,在电视访谈中也同样起作用.但电视访谈中的话轮转换与一般日常会话又有所不同,主要体现在谈话双方的发话权和对话轮控制权的不对等上. 相似文献
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Graphic elicitation, i.e. asking participants to draw, is an interview technique used to focus the interviewee on the given topic or gain extra meaning not covered verbally as part of the interview. This study analyses two interview contexts which included visual elicitation. It describes a successful example in which the researcher maintained control over the mode of the planned research task (diagram) as well as another example in which slippage occurred between the mode of the planned research task (drawing) and the resulting artefact (diagram). Through this analysis, strategies for maintaining researcher control over the mode of elicitation are identified, increasing our understanding about the theory and practice of both drawings and diagrams as two different modes of visual elicitation. The paper concludes that the required control does not necessarily comprise an increase in task structure (directing participants as to how to draw). Moreover, the subject and purpose of the task are equally important. Successful researcher control then comprises a careful balance between all the three aspects of purpose, structure and subject. 相似文献
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This study compared the effectiveness of structured and branched-format employment interviews in differentiating strong and weak teachers. In addition, the study examined the correlations between principals' ratings and teachers' self-ratings on measures of efficacy, commitment, job satisfaction, and morale. To simulate structured and branched interviews, eight experienced elementary teachers were employed to construct eight videotaped interviews. Four of these teachers were identified as strong, and four were identified as weak teachers based on formal district evaluations. Sixteen elementary principals each viewed two tapes, one representing a branched interview format and the other representing a structured format. Tapes of strong and weak teachers were randomly assigned to principals within each interview format. The principals then rated the teacher on the five scales: overall teaching ability, efficacy, commitment, satisfaction, and morale. Teachers completed a par allel questionnaire before videotaping the interviews. Analysis of the data indicated both interview methods were effective in differentiating between strong and weak teachers on ability, efficacy, commitment, job satisfaction, and morale measures. With certain cautions, this finding supports the common practice of placing great emphasis on verbal interviews to select teachers. There was not, however, a significant difference between the two interview formats; either format seems acceptable. Correlations between the principals' rating and the self-rating of the teachers were significant on the efficacy, job satisfaction, and morale measures; the correlations were not significant on the commitment measure. This finding implies that collection of specific types of survey data before the interview might increase the predictive validity of the interview process; alternatively, it might allow the process to be shortened with little loss of information. 相似文献
14.
This paper reports on a study which examined the ability of a sample of fourth year university students to think scientifically
when presented with a range of chemical phenomena. The main data collection instrument was the clinical interview. Each subject
was interviewed in-depth for about one hour on a one-to-one basis. Each interview was taped, transcribed verbatim and then
analysed. Five familiar chemical reactions ere used as foci for discussion in the interviews. For each reaction, each interviewee
was asked, among other things, to make predictions about the overall energy change involved, and to make explanations as to
why the change took place, i.e., the driving force for the change. The results show that the majority of the interviewees
were using perceptually dominated thinking rather than conceptually dominated thinking; at the same time, they were unable
to use science concepts consistently across the five reactions. It can thus be inferred that they were unable to think scientifically.
Reasons for the lack of scientific thinking ability are explored and suggestions on alleviation of the problem are offered. 相似文献
15.
Employment interviews are widely used in the selection of quality teachers, and indeed research confirms administrators’ belief in the validity of the procedure. However, many key recommendations for improving the general reliability of interviews including selecting questions that are job-related and research grounded, including well designed scoring rubrics, and incorporating adaptive variable-length interview designs are generally not well implemented in currently available instruments. Furthermore, emerging research suggests the need for specially tailored interviews that assess attitudes and pre-dispositions deemed essential to teachers’ effectiveness in certain high attrition environments like urban schools. This study describes the development and initial field-test results of a computer based, adaptive interview with an additional domain included for teachers in urban areas. The instrument is based on careful analysis of the suggestions from the extant literature base about effective employment interview techniques, effective general teaching practices, and sound teaching strategies in urban schools. By comparing the interview scores of 30 teachers with varying effectiveness ratings provided by administrators in one urban district, significant correlations were found. Regression analysis indicated a significant amount of variance in teachers’ effectiveness ratings could be predicted from their scores on the interview instrument.
相似文献
| Howard EbmeierEmail: Phone: +1-785-8649728 |
16.
Text provides a compelling example of unstructured data that can be used to motivate and explore classification problems. Challenges arise regarding the representation of features of text and student linkage between text representations as character strings and identification of features that embed connections with underlying phenomena. In order to observe how students reason with text data in scenarios designed to elicit certain aspects of the domain, we employed a task-based interview method using a structured protocol with six pairs of undergraduate students. Our goal was to shed light on students' understanding of text as data using a motivating task to classify headlines as “clickbait” or “news.” Three types of features (function, content, and form) surfaced, the majority from the first scenario. Our analysis of the interviews indicates that this sequence of activities engaged the participants in thinking at both the human-perception level and the computer-extraction level and conceptualizing connections between them. 相似文献
17.
The purpose of this study was to examine and elaborate upon elementary prospective teachers’ (PSTs) conceptions of partitive division with fractions. We examined the degree to which PSTs’ conceptions were connected (i.e., capable of translating between representations correctly; aware that partitive division generates a unit rate for its quotient) and flexible (i.e., capable of differentiating between opportunities to partition or iterate (or both) when solving a partitive division task; aware that partitioning or iterating (or both) could be associated with the operation of division, as appropriate). Seventeen PSTs participated in task-based interviews prior to instruction in a mathematics content course for teachers. These PSTs demonstrated disconnected conceptions of partitive division with fractions when they incorrectly translated between representations and either inconsistently or did not express awareness that the purpose of the task was to generate a unit rate. These PSTs demonstrated rigid conceptions of partitive division with fractions such that they did not express awareness that the process of iterating could be associated with the operation of division, even when they obtained a correct answer by iterating. Results extend prior research by looking beyond PSTs’ performance on tasks to elaborate upon PSTs’ conceptions of the operation of partitive division. This study contributes new insights into PSTs’ conceptions that can be used by mathematics teacher educators to inform the design of future instructional interventions. 相似文献
18.
《The Journal of educational research》2012,105(4):292-296
ABSTRACTThe authors examined the characterization of mathematical knowledge of teachers using educative curriculum materials. In particular, they investigated knowledge of change and rate of change (in the context of algebra and functions) of 12 teachers with differing levels of experience. Participants used a same set of curriculum materials that embed features that had potential to be educative for teachers. Data were collected using a mathematical task-based interview. The analyses suggest that context played an important role with regard to teachers’ ability to explore complex situations. Teachers with a high level of experience teaching the educative curriculum materials showed greater success in dealing with complex problems and recognizing similar and contrasting characteristics of different types of representations across contexts. The findings suggest that curriculum materials can be designed to assist teachers’ learning in ways that contribute to establishing contexts where teacher learning takes place. 相似文献
19.
在分析任务型语言教学理论、涵义及设计框架的基础上,结合高职英语教学培养目标,阐述了任务型语言教学法的重要现实意义以及实施策略。应用任务型教学法,教师要结合高职学生特点和英语教学目标,坚持不懈地探索和尝试与任务型教学法相匹配的任务三环节,使其环环相扣,相得益彰,使学生在教师精心设计的任务实施框架中不断提高语言实际应用能力、合作沟通能力以及创新能力。 相似文献
20.
New faculty involvement for women and minorities 总被引：1，自引：1，他引：1
Robert Boice 《Research in higher education》1993,34(3):291-341