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Dialogic Status in Design Education: Authority and Peer Relations in Studio Class Conversations:

Published on Oct 4, 2019in Social Psychology Quarterly1.75
· DOI :10.1177/0190272519867100
R. Keith Sawyer3
Estimated H-index: 3
(UNC: University of North Carolina at Chapel Hill)
Abstract
In this article, I study role enactment and status relationships in university design studio classrooms. I analyze conversations that take place during discussions of student creative work, and I i...
  • References (30)
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#1R. Keith Sawyer (UNC: University of North Carolina at Chapel Hill)H-Index: 3
This article describes the studio model—a cultural model of teaching and learning found in U.S. professional schools of art and design. The studio model includes the pedagogical beliefs held by professors and the pedagogical practices they use to guide students in learning how to create. This cultural model emerged from an ethnographic study of two professional schools of art and design. A total of 38 professors from a total of 15 art disciplines and design disciplines were interviewed and their...
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#1R. Keith Sawyer (UNC: University of North Carolina at Chapel Hill)H-Index: 3
Abstract It is increasingly important for educators to help students develop as creative individuals, and to prepare graduates to think creatively at work, in personal life, and in society. Many countries are working to transform schooling to lead to creative learning outcomes. And yet, very little is known about how to teach for creativity. This review was motivated by the belief that effective models of creative teaching and learning would be found in art and design educational practice. The g...
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#1Ellice Ann Forman (UC Davis: University of California, Davis)H-Index: 15
#2Virginia Ramirez-DelToro (UC Davis: University of California, Davis)H-Index: 1
Last. Cynthia Passmore (UC Davis: University of California, Davis)H-Index: 1
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Abstract Although the study of classroom discourse has a long history, there has been a recent change in theoretical perspective towards viewing learning as becoming a member of a disciplinary community. In science classrooms, teachers are attempting to create epistemic communities that include some of the characteristics of scientific communities. Using this theoretical lens, we describe how an experienced classroom teacher used discursive moves to scaffold her students' appropriation of scient...
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#1David Wagner (UNB: University of New Brunswick)H-Index: 13
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We explore a conceptual frame for analyzing mathematics classroom discourse to understand the way authority is at work. This case study of a teacher moving from a school where he is known to a new setting offers us the opportunity to explore the use of the conceptual frame as a tool for understanding how language practice and authority relate in a mathematics classroom. This case study illuminates the challenges of establishing disciplinary authority in a new context while also developing the st...
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Research of Teaching and Learning in Undergraduate Studio ArtIn 2010, as part of my doctoral research, I conducted a review of the published literature in undergraduate studio art education. This review revealed that very little scholarly research in the United States has focused on teaching and learning in college studio art classrooms.' Therefore, much of what occurs inside the college studio art classroom-the studio interior-has remained hidden from those not enrolled in, or teaching, a parti...
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#1Angela M. Kohnen (UMSL: University of Missouri–St. Louis)H-Index: 1
Abstract This article presents an analysis of a videotaped lecture from a secondary school science classroom. The students in this class had drafted science journalism articles and submitted them for professional editorial review and possible publication in a science newsmagazine for a teenage audience. Before allowing her students to see the editorial feedback, the teacher prepared a lecture along with a handout; she appeared to be trying to mediate the editor's comments. Using discourse analys...
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#1Arlene Oak (U of A: University of Alberta)H-Index: 5
Abstract This paper uses aspects of Ethnomethodology and Conversation Analysis to consider talk from a meeting that occurred in a university course on ‘universal’ design. The focus is on how participants manage a practical and moral dilemma: how might they design a product that meets the needs of a wide population and the needs of a particular client? Resolving this dilemma has consequences for both who the product is aimed at and how it will function. Through the analysis and discussion of an e...
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#1Melisa Stevanovic (UH: University of Helsinki)H-Index: 10
#2Anssi Peräkylä (UH: University of Helsinki)H-Index: 29
Someone's “deontic authority” is their right to determine others' future actions. It can be acquiesced to or resisted. This article introduces, more systematically than before, the concept to close examination of talk-in-interaction. Drawing on video recordings of planning meetings as data and on conversation analysis as a method, we examine two classes of utterances: (a) first speakers' suggestions for future events and (b) second speakers' responses, which, besides acquiescing to or resisting ...
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#1Barbara Maroni (Sapienza University of Rome)H-Index: 2
Abstract Few studies on turn-taking in classroom interaction have focussed on pauses, gaps and wait time. This exploratory study aims to describe and analyse the role of pauses in interaction taking place in 12 Italian primary school classrooms. A total of 15 h of recordings were transcribed and analysed using conversation analysis. Two main groups of findings are highlighted. The first one concerns the methodological difficulty of analysing the different kinds of pauses; in terms of classroom i...
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