Difference between revisions of "Mori-Koschmann2012"
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|Author(s)=Junko Mori; Timothy Koschmann | |Author(s)=Junko Mori; Timothy Koschmann | ||
|Title=Good reasons for seemingly bad performance: Competences at the blackboard and the accountability of a lesson | |Title=Good reasons for seemingly bad performance: Competences at the blackboard and the accountability of a lesson | ||
| − | |Editor(s)=Gitte Rasmussen; Catherine E. Brouwer; Dennis Day; | + | |Editor(s)=Gitte Rasmussen; Catherine E. Brouwer; Dennis Day; |
| − | |Tag(s)=EMCA; Education; Classroom; | + | |Tag(s)=EMCA; Education; Classroom; |
|Key=Mori-Koschmann2012 | |Key=Mori-Koschmann2012 | ||
|Publisher=John Benjamins | |Publisher=John Benjamins | ||
|Year=2012 | |Year=2012 | ||
|Address=Amsterdam / Philadelphia | |Address=Amsterdam / Philadelphia | ||
| − | |Booktitle=Evaluating | + | |Booktitle=Evaluating Cognitive Competences in Interaction |
| − | |Pages= | + | |Pages=89–118 |
| + | |URL=https://benjamins.com/catalog/pbns.225.05mor | ||
| + | |DOI=10.1075/pbns.225.05mor | ||
| + | |Abstract=The evaluation of students’ competences in educational institutions tends to be associated with the degree of the students’ mastery vis-à-vis specific, preordained curricular goals. Aside from such sanctified measurements of achievement, however, the analysis of competences is in fact embedded in everyday classroom interaction; or rather, it constitutes a critical element for organizing instructional activities. Taking a 8th grade math class as an example, the present chapter examines how two students’ competences are made publically available during their presentation of a geometry proof delivered at the blackboard, an activity situated in a lesson. Through a multimodal analysis of a series of episodes at the board, this chapter demonstrates how the geometry lesson is achieved through the participants’ concerted activities. | ||
}} | }} | ||
Latest revision as of 09:23, 30 November 2019
| Mori-Koschmann2012 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Mori-Koschmann2012 |
| Author(s) | Junko Mori, Timothy Koschmann |
| Title | Good reasons for seemingly bad performance: Competences at the blackboard and the accountability of a lesson |
| Editor(s) | Gitte Rasmussen, Catherine E. Brouwer, Dennis Day |
| Tag(s) | EMCA, Education, Classroom |
| Publisher | John Benjamins |
| Year | 2012 |
| Language | |
| City | Amsterdam / Philadelphia |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 89–118 |
| URL | Link |
| DOI | 10.1075/pbns.225.05mor |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Evaluating Cognitive Competences in Interaction |
| Chapter | |
Abstract
The evaluation of students’ competences in educational institutions tends to be associated with the degree of the students’ mastery vis-à-vis specific, preordained curricular goals. Aside from such sanctified measurements of achievement, however, the analysis of competences is in fact embedded in everyday classroom interaction; or rather, it constitutes a critical element for organizing instructional activities. Taking a 8th grade math class as an example, the present chapter examines how two students’ competences are made publically available during their presentation of a geometry proof delivered at the blackboard, an activity situated in a lesson. Through a multimodal analysis of a series of episodes at the board, this chapter demonstrates how the geometry lesson is achieved through the participants’ concerted activities.
Notes
