Children's talking and listening within the classroom: teachers' insights
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
AbstractResearch suggests that social communication (verbal and non-verbal) plays a key role in students' and teachers' elementary-school experiences. Within the framework of sociocognitive developmental theory, this qualitative study investigates teachers' experiences and perceptions of children's talking and listening habits within the elementary-grade school classroom. Five Canadian elementary-school educators (three female, two male) discussed their perceptions of young children's talking and listening behaviours in the classroom. Results indicate that the actions of both talking and listening play a key role in students' and teachers' learning experiences in the classroom. Implications for inclusive and developmentally appropriate curriculum are discussed.Keywords: teachers' perceptionssocial communicationyoung childrenelementary schoolqualitative research AcknowledgementsThis research was supported in part by a grant from the Spencer Foundation research grant awarded to authors Bosacki and Coplan. We thank the schools and teachers who participated in this study. We also thank Kamilla Akseer, Kim Arbeau, Cynthia Marques and Felicia Tan for their assistance.Notes on contributorsSandra Bosacki is an associate professor in the Department of Graduate and Undergraduate Studies in Education at Brock Education. Her teaching and research interests focus on the development of social cognition and emotion in children in diverse educational contexts. She is the author of The Culture of Classroom Silence (2005, Peter Lang) and Children's Emotional Lives: Sensitive Shadows in the Classroom (2008, Peter Lang), and the Culture of Ambiguity: Implications for Self and Social Understanding in Adolescence (2012, Sense Publishers).Linda Rose-Krasnor is a professor of psychology at Brock University. Her research interests focus on the development of social competence, social withdrawal and shyness, and youth engagement.Robert J. Coplan is a professor in the Department of Psychology and Director of the Pickering Centre for Research in Human Development at Carleton University in Ottawa. His books include The Development of Shyness Social Withdrawal (2010, Guilford), Social Development in Childhood and Adolescence: A Contemporary Reader (2011, Wiley-Blackwell), and the forthcoming Handbook of Solitude: Psychological Perspectives on Social Isolation, Social Withdrawal, and Being Alone (Wiley-Blackwell).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it