Search results for author:"Diane L. Schallert"
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Building caring relationships between a teacher and students in a teacher preparation program word-by-word, moment-by-moment
Minseong Kim; Diane L. Schallert
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 7 (October 2011) pp. 1059–1067
Our purpose was to illustrate the process by which caring relationships between students and their teacher educator developed in the context of preservice reading preparation that made use of online communication as one class activity. Describing...
Language: English
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Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about teaching
SoonAh Lee; Diane L. Schallert
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 56, No. 1 (May 2016) pp. 72–83
A longitudinal study is presented of how students preparing to become teachers conceptualized teaching and developed their identities as teachers. Findings were that contextualized momentary switchings between student and teacher perspectives...
Language: English
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An examination of the construct of legitimate peripheral participation as a theoretical framework in literacy research
Annamary L. Consalvo; Diane L. Schallert; Elric M. Elias
Educational Research Review Vol. 16, No. 1 (October 2015) pp. 1–18
This review critically examines the use in literacy research of Lave and Wenger's (1991) construct of
Language: English
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Reconsidering assessment in online/hybrid courses: Knowing versus learning
An-Chih Cheng; Michelle E. Jordan; Diane L. Schallert
Computers & Education Vol. 68, No. 1 (October 2013) pp. 51–59
This study explores the influence of assessment on students' online written discussions. A two-by-two design was used to understand students' expression of knowledge and of learning in the contexts of “regular” online discussions versus “final test” ...
Language: English
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The contribution of self-compassion and compassion to others to students’ emotions and project commitment when experiencing conflict in group projects
John Jongho Park; Phoebe Long; Nathan Hyungsok Choe; Diane L. Schallert
International Journal of Educational Research Vol. 88, No. 1 (March 2018) pp. 20–30
Group project assignments have become popular in college-level instruction, making group chemistry and harmony crucial for students’ learning. Because the nature of group projects highlights collaborative work, it is common for students to...
Language: English
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Teachers’ emotional experiences in professional development: Where they come from and what they can mean
Rachel E. Gaines; David J. Osman; Danika L.S. Maddocks; Jayce R. Warner; Jen L. Freeman; Diane L. Schallert
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 77, No. 1 (January 2019) pp. 53–65
Language: English
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Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator
Eunjeong Choi; Rachel E. Gaines; Jeong-bin H. Park; Kyle M. Williams; Diane L. Schallert; Li-Tang Yu; Jeonghyun Lee
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 58, No. 1 (August 2016) pp. 1–16
This paper examines the occurrence and role of personal and professional stories, called small stories or narratives-in-interaction, shared among seven bilingual preservice teachers in nine online classroom discussions in a teacher preparation...
Language: English
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Being polite while fulfilling different discourse functions in online classroom discussions
Diane L. Schallert; Yueh-hui Vanessa Chiang; Yangjoo Park; Michelle E. Jordan; Haekyung Lee; An-Chih Janne Cheng; Hsiang-Ning Rebecca Chu; SoonAh Lee; Taehee Kim; Kwangok Song
Computers & Education Vol. 53, No. 3 (November 2009) pp. 713–725
Using a discourse analytic qualitative approach, we investigated the naturally-occurring discourse that arose as part of two kinds of regular course activities, synchronous and asynchronous computer-mediated discussions. The messages contributed by...
Language: English
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Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions
Jeong-bin Hannah Park; Diane L. Schallert; Anke J.Z. Sanders; Kyle M. Williams; Eunjin Seo; Li-Tang Yu; Jane S. Vogler; Kwangok Song; Zachary H. Williamson; Marissa C. Knox
Computers & Education Vol. 82, No. 1 (2015) pp. 315–328
Our purpose was to explore the role of a teacher in synchronous online discussions taking place in a graduate level course across a semester. We focused on identifying the roles a teacher played as well as on investigating the influence that her...
Language: English
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Shifts in trajectories in thought communities and “wobbly” identities enacted in computer-mediated classroom discussions
Diane L. Schallert; Kwangok Song; Michelle E. Jordan; Soon Ah Lee; Yangjoo Park; Taehee Kim; An-Chih Janne Cheng; Hsiang-Ning Rebecca Chu; Jane S. Vogler; Ji-Eun Lee
International Journal of Educational Research Vol. 80, No. 1 (2016) pp. 49–59
What it means for a diverse group of students to be taking a course together is explored with data from a graduate seminar that included oral and online written discussion at every class meeting. Analysis of written discussions, surveys, and...
Language: English