Using the LENA in teacher training: Promoting student involvement through automated feedback

Unterrichtswissenschaft

Volumn 41, Issue 4, 2013, Pages 290-305

  Wang, Zuowei ^a   Miller, Kevin ^a   Cortina, Kai ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Automatic speech recognition; Conversation in class; Feedback; Teacher training; Teacher student interaction

Indexed keywords

EID: 84888180292     PISSN: 03404099     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (16)

1. Anderson, D. R., & Levin, S. R. (1976). Young Children's Attention to "Sesame Street". Child Development, 47(3), 806-811.
2. Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. M. A. P. Shimamura (Ed.), Metacognition: Knowing about knowing (pp. 185-205). Cambridge, MA, US: The MIT Press.
3. Chapin, S. H., O'Connor, C., & Anderson, N. C. (2003). Classroom discussions. Using math talk to help students learn. Grades K-6. Sausalito, CA: Math Solutions.
4. Ford, M., Baer, C. T., Xu, D., Yapanel, U., & Gray, S. (2008). The LENA Language Environment Analysis System. LENA Foundation Technical Report LTR-03-02. Retrieved from http://www.lenafoundation.org/TechReport.aspx/Audio- Specifications/LTR-03-2].
5. Hill, H.C., Blunk, M., Charalambous, C., Lewis, J., Phelps, G.C., Sleep, L., & Ball, D.L. (2008). Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An exploratory study. Cognition and Instruction, 26, 430-511.
6. Inagaki, K., Hatano, G., & Morita, E. (1998). Construction of mathematical knowledge through whole-class discussion. Learning and Instruction, 8(6), 503-526. doi: 10.1016/s0959- 4752(98)00032-2. (Pubitemid 128340268)
7. National Council of Teachers of Mathematics (2012). Standards for School Mathematics- Communication. Retrieved from http://www.nctm.org/standards/ content.aspx?id=26854.
8. Pianta, R. C., Belsky, J., Houts, R., & Morrison, F. (2007). Opportunities to learn in America's elementary classrooms. Science, 315(5820), 1795-1796. doi: 10.1126/science.1139719. (Pubitemid 46580124)
9. Rittle-Johnson, B. (2006). Promoting Transfer: Effects of Self-Explanation and Direct Instruction. Child Development, 77(1), 1-15. doi: 10.1111/j.1467-8624.2006.00852.x. (Pubitemid 43412359)
10. Rowe, M. B. (1974). Wait-time and rewards as instructional variables, their influence on language, logic, and fate control: Part one-wait-time. Journal of Research in Science Teaching, 11(2), 81- 94. doi: 10.1002/tea.3660110202.
11. Shulman, Lee S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.
12. Sims, L. (2008). Look who's talking: differences in math talk in U.S. and Chinese classrooms. Teaching Children Mathematics, 15, 120-124.
13. Smith, D. G. (1977). College classroom interactions and critical thinking. Journal of Educational Psychology, 69(2), 180-190.
14. Thornbury, S (1996). Teachers research teacher talk. English Language Teaching, 50, 279-289.
15. Tobin, K. (1980). The effect on an extended teacher wait-time on science achievement. Journal of Research in Science Teaching, 17(5), 469-475.
16. Tobin, K. (1984). Effects of extended wait time on discourse characteristics and achievement in middle school grades. Journal of Research in Science Teaching, 21(8), 779-791.