Examining Classroom Talk in the San Diego Unified School District

The study was designed to establish the natural variation that exists in the quality of classroom talk in urban middle school classrooms, and then to determine whether, in fact, the intervention had an effect on the quality of classroom talk in participating treatment classrooms.
In addition, the study investigated the role of classroom talk on students’ language and literacy development, guided by the overarching goal of improving urban middle school students’ literacy outcomes. The results contribute to our efforts to build middle school teachers’ capacity to improve adolescent literacy skills, particularly for LM learners and their peers in urban mainstream classrooms.
 

 
 

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