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The future of teacher talk: culturally sensitive, impactful & IT smart

教师演讲的未来：文化敏感、有影响力

基本信息

批准号：
ES/T007435/1
负责人：
Pablo Enrique Lombardo Torres Nunez
金额：
$ 12.49万
依托单位：
University of Cambridge
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2019
资助国家：
英国
起止时间：
2019 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FT007435%2F1
关键词：
future teacher talk culturally sensitive

项目摘要

Teaching quality is the most important school factor driving student performance (Chetty et al., 2014). Some classroom interventions (e.g., teacher feedback, direct instruction) have proven influential for student achievement (Hattie, 2009). However, the effects of such interventions tend not to generalise to teacher practice after trials/training end (Riley-Tilliman & Eckert, 2001; Dickinson, 2011). On the other hand, the predictive effects of naturally occurring (without intervention) teacher talk on student outcomes have seldom been studied (see Howe & Abedin, 2012; Mercer & Dawes, 2014; Teo, 2016). This is surprising, given that the study of 'natural teacher talk effects' could inform a new generation of close-to-practice research and teacher interventions with higher chances of generating lasting impacts on teacher practice and student outcomes. To this end, through publications and other impact-generating outputs, this fellowship aims to explore the effects that varied types of teacher talk naturally occurring in classrooms have on student self-regulation and learning dispositions across cultures.It builds on PhD research that explored the effects of talk used by teachers to regulate students' thinking, encourage self-improvement, understanding, and performance, manage students' sense of competence, and promote collaboration. During the fellowship, the effects that most of these types of teacher talk had for students' self-regulation levels, strategies, and learning dispositions in England and Chile, will be published in two academic articles. Furthermore, the project will explore the possibility of automating the identification of these types of teacher talk through teaching analytics, a new research technique used to analyse teachers' voices for words, voice waves, and turn taking patterns. Similar automations have been successful in identifying teacher-student dialogic exchanges (Blanchard et al., 2015) and authentic questions (Kelly et al., 2018). It might, therefore, be a promising, efficient alternative to the current slow, challenging and costly human analysis required for identification of classroom teacher talk. If trials prove successful, this project could have a lasting impact on the amount/expense of teacher talk research and teachers' ability to self-monitor their own talk. Results of this methodological enquiry will be published in a third academic article.The effect of teacher talk across cultures will be disseminated among academics at BERA, AERA, & ORACY conferences. A main 30-40min. fellowship talk will be delivered for practitioners at education festivals and in teacher development courses/workshops. A simple tool kit to help practitioners self-monitor their own teacher talk will be uploaded to the Cambridge T-SEDA website (already agreed). A series of short blogs and podcasts targeted at practitioners will be uploaded to Te@cher Toolkit (UK website with 8.5 million visits - already agreed) and Chartered College of Teaching - CCT - website (already agreed). Two summary blog entries will be published on the LSE Blog aimed at policy makers (100,000 readers a week - already agreed) and BERA blog for academics (800,000 reads in 2018). The main talk of the fellowship will also be tailored and delivered for policy makers/advisors such as DfE, Ofsted, NCTL, EEF, the National Centre for Social Research (NatCen, already agreed).Furthermore, a new UK-wide network for teacher talk for student learning and development will be initiated. A one-day workshop will be organised to launch the network. UK-based researchers, teachers, and professionals from the key organizations mentioned above will be invited. The work presented at this launch event will be published in a journal Special Issue about teacher talk. Finally, a new three-year research project will be developed throughout the year to gain funds to continue researching 'the future of teacher talk'.

教学质量是推动学生表现的最重要的学校因素（Chetty等人，2014年）。一些课堂干预（例如，教师反馈，直接指导）已被证明对学生的成绩有影响（Hattie，2009）。然而，这些干预措施的效果往往不会在试验/培训结束后推广到教师实践中（Daughey-Tilliman & Eckert，2001; Dickinson，2011）。另一方面，很少有人研究自然发生的（没有干预）教师谈话对学生成绩的预测作用（参见Howe & Abedin，2012;美世& Dawes，2014; Teo，2016）。这是令人惊讶的，考虑到“自然教师谈话效果”的研究可以为新一代贴近实践的研究和教师干预提供信息，这些研究和干预更有可能对教师实践和学生成果产生持久的影响。为此，通过出版物和其他产生影响的产出，该奖学金旨在探索课堂上自然发生的各种类型的教师话语对学生自我调节和跨文化学习倾向的影响。它建立在博士研究的基础上，该研究探讨了教师使用的话语对调节学生思维，鼓励自我完善，理解和表现的影响，管理学生的能力感，促进合作。在研究期间，大多数这些类型的教师谈话对英国和智利学生的自我调节水平，策略和学习倾向的影响，将发表在两篇学术文章中。此外，该项目还将探索通过教学分析自动识别这些类型的教师谈话的可能性，这是一种用于分析教师声音的新研究技术，包括单词，语音波和转向模式。类似的自动化已经成功地识别了师生对话交流（Blanchard等人，2015）和真实问题（Kelly et al.，2018年）。因此，它可能是一个有前途的，有效的替代目前的缓慢，具有挑战性和昂贵的人力分析所需的识别课堂教师说话。如果试验证明是成功的，这个项目可能会对教师话语研究的数量/费用以及教师自我监控自己话语的能力产生持久的影响。这次方法论调查的结果将发表在第三篇学术文章中。跨文化教师谈话的效果将在BERA，AERA和ORACY会议上在学者中传播。一个主要的30- 40分钟。并会在教育节及教师发展课程/工作坊中为教师举办讲座。一个简单的工具包，以帮助从业者自我监测自己的教师谈话将上传到剑桥T-SEDA网站（已经同意）。一系列针对从业人员的短博客和播客将上传到Te@cher Toolkit（英国网站，访问量为850万-已商定）和特许教学学院- CCT网站（已商定）。两个摘要博客条目将在LSE博客上发布，针对政策制定者（每周100，000读者-已经同意）和BERA学术博客（2018年800，000次阅读）。奖学金的主要演讲也将为政策制定者/顾问量身定制和提供，如DfE，Ofsted，NCTL，EEF，国家社会研究中心（NatCen，已经同意）。此外，将启动一个新的全英国范围的教师演讲网络，以促进学生的学习和发展。将组织一个为期一天的讲习班，以启动该网络。将邀请来自上述主要组织的英国研究人员、教师和专业人员参加。在这次发布会上提出的工作将发表在关于教师谈话的期刊特刊上。最后，一个新的三年研究项目将在全年开发，以获得资金继续研究“教师谈话的未来”。