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Related Concept Videos

Role-Based Identity01:21

Role-Based Identity

Role-based identities are central to understanding how individuals navigate social environments by adopting distinct self-conceptions aligned with various societal roles. These identities are not fixed traits but are constructed through personal actions and the social feedback individuals receive in context-specific interactions. Each social role, such as student, teacher, or friend, carries a set of expectations and norms that influence how people think, feel, and behave within that...
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Social Foundations of Self I: Play and Game

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Vygotsky's Cognitive Development in Cultural Context01:22

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Case Studies01:22

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.

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Related Experiment Video

Updated: May 8, 2026

Examining Gesture Production in the Presence of Communication Challenges
07:18

Examining Gesture Production in the Presence of Communication Challenges

Published on: January 26, 2024

Meaning-Making Through Dialogic Classroom Discourse in History Classes: Multi-Perspective Case Studies From a Teacher

Miriam Moser1, Matthias Zimmermann2

  • 1University of Freiburg, Switzerland.

Journal of Social Studies Research
|May 7, 2026
PubMed
Summary
This summary is machine-generated.

This study on teacher professional development (TPD) found that students actively shape classroom discourse, while teachers moderate. This highlights new student roles and participation dynamics in dialogic learning environments.

Keywords:
classroom discoursedialogic teachingprofessional developmentstudent participationvideo research

Related Experiment Videos

Last Updated: May 8, 2026

Examining Gesture Production in the Presence of Communication Challenges
07:18

Examining Gesture Production in the Presence of Communication Challenges

Published on: January 26, 2024

Area of Science:

  • Education
  • Classroom Discourse Analysis
  • Teacher Professional Development

Background:

  • Classroom discourse is crucial for student learning and engagement.
  • Traditional teacher-led instruction often limits student participation.
  • Promoting dialogic discourse requires effective teacher professional development.

Purpose of the Study:

  • To examine meaning-making characteristics in classroom discourse.
  • To analyze the impact of a teacher professional development program on dialogic discourse.
  • To identify new student roles and interactional dynamics in student-owned discourse.

Main Methods:

  • Video-based case analyses of whole-class discussions in history.
  • Study involved two classes and teachers (N=46 students) post-professional development.
  • Integration of multi-semiotic and content-bound analytical perspectives.

Main Results:

  • Students actively shaped discourse direction, adopting leading roles.
  • Teachers primarily adopted moderating stances.
  • Identified tensions between ensuring student participation and disciplinary compliance.
  • Revealed novel student roles and asymmetries, particularly through nonverbal cues.

Conclusions:

  • Teacher professional development can foster student-led dialogic discourse.
  • Understanding student-owned discourse requires attention to nonverbal interactions.
  • Findings offer critical insights for designing effective teacher professional development programs.