The Study of Literacy Coaching Observations and Interviews with Elementary Teachers

The purpose of this study is to examine the coaching interactions of two literacy coaches and four classroom teachers in order to explore how these interactions serve to support teacher learning. The analysis of the study describes how the coaches support teacher reflection and teaching for processing strategies during guided reading lessons. The literature review suggests that reflective practice (Schön, 1996) involves thoughtfully considering one’s own experiences while being coached by a professional in the discipline. I conducted observations and interviews for two cycles of teaching and coaching sessions per teacher coach dyad, for a total of eight guided reading lessons, 16 pre/post conferences, and conducted interviews with each teacher and literacy coach. The research questions for this study are: 1. How does the discourse found within the coaching interactions support teachers in their learning as described by the coaches? 2. How does the discourse found within the coaching interactions support teachers in their learning as described by the teachers? 3. What patterns of discourse are seen within coaching interactions? a. How do the interactions support teacher reflection during the dialog? b. How do the interactions support the teachers’ understanding of teaching for processing strategies within small group reading instruction? 4. What if any are the differences related to training and knowledge of the coaches? The findings of this study are presented through: (a) case studies; (b) the participants’ descriptions of coaches supporting student and teacher learning; and (c) a description of the characteristics and interaction patterns within pre-and post-conferences. My analysis showed that these coaches support reflection-on-action through their post- conferences with teachers and that the support varies with the expertise of the literacy coach. Analysis of the data revealed that these teachers believe that literacy coaches support them in the following ways: (a) by giving them feedback; (b) giving them confidence; (c) making connections to learning theory; (d) praising their teaching; (e) helping foster teacher reflection; (f) identifying professional texts; (g) providing language to use while teaching reading and writing; and (h) identifying observable evidence of how the teachers’ supported student learning

Quality of experience in telemeetings and videoconferencing: a comprehensive survey

Telemeetings such as audiovisual conferences or virtual meetings play an increasingly important role in our professional and private lives. For that reason, system developers and service providers will strive for an optimal experience for the user, while at the same time optimizing technical and financial resources. This leads to the discipline of Quality of Experience (QoE), an active field originating from the telecommunication and multimedia engineering domains, that strives for understanding, measuring, and designing the quality experience with multimedia technology. This paper provides the reader with an entry point to the large and still growing field of QoE of telemeetings, by taking a holistic perspective, considering both technical and non-technical aspects, and by focusing on current and near-future services. Addressing both researchers and practitioners, the paper first provides a comprehensive survey of factors and processes that contribute to the QoE of telemeetings, followed by an overview of relevant state-of-the-art methods for QoE assessment. To embed this knowledge into recent technology developments, the paper continues with an overview of current trends, focusing on the field of eXtended Reality (XR) applications for communication purposes. Given the complexity of telemeeting QoE and the current trends, new challenges for a QoE assessment of telemeetings are identified. To overcome these challenges, the paper presents a novel Profile Template for characterizing telemeetings from the holistic perspective endorsed in this paper

Face-to-face vs. computerized conferences : a controlled experiment. Volume I: Findings

This is a report on the first controlled experiment conducted as part of a four year effort to explore the feasibility and effectiveness of using the computer to structure the communication for various types of group tasks. It uses a language called INTERACT, developed as part of this grant effort, to administer all instructions and conduct a group problem solving discussion in a computer conference. The experiment compares the process and outcome of face to face vs. computer mediated group problem solving discussions. The objectives of this experiment are the following basic research questions: To gain quantified and detailed knowledge about the consequences and characteristics of computerized conferencing as a communications mode, as compared to the usual face-to-face discussion mode. To lay the foundation for a subsequent experiment which will seek to alter the process of group communication via computer, in order to improve group performance. To assess the feasibility of using a high level language to conduct automated experiments on group communication and problem solving

Applause, Laughter, Chants, and Cheers: An Analysis of the Rhetorical Skill of the “Great Communicator”

This study takes a content analytic approach to analyze the use of rhetorical devices in televised Republican National Convention (RNC) addresses by former U.S. President Ronald Reagan. By measuring rhetorical strategies and their relationship with the type, strength, synchrony, and duration of audience responses during the 1976, 1980, 1984, and 1992 RNCs, this study finds that Reagan had the ability to control speech factors to his advantage to promote positive audience response. This study finds that Reagan was adept at utilizing humor, external attacks, and advocating for his policy agenda in a way that elicited positive audience responses such as applause, laughter, affiliative booing, or affiliative chanting from his audiences. Furthermore, by analyzing RNC addresses, this study expands scholarship regarding group behavior in partisan audiences. The findings of this study not only provide insight into the rhetorical underpinnings of Reagan’s speeches, but also reveal the relationship between the speaker and audience in a distinctive partisan environment

Spoken and embodied interaction in facilitated computer-supported workplace meetings

Almost 25 years ago, Clawson, Bostrom, and Anson (1993) drew attention to the fact that the ability to facilitate diverse human and technological interactions will be one of the most essential skills for leading and contributing to all levels of the organization in the future (p. 547). Today, there is an increased interest in studying facilitated meetings, wherein facilitation is most commonly understood as the process of helping groups work effectively to accomplish shared outcomes. Nevertheless, little of the existing research has provided empirically-grounded insights into the practice of facilitation. This thesis aims to close this gap by means of providing a detailed analysis of how facilitators go about doing facilitation work in facilitated computer-supported workplace meetings. The data comprise 53 hours of audio- and video-recorded multi-party interactions among facilitator(s) and participants, occurring during facilitated meetings in a business setting. The data were analysed using conversation analysis to examine the talk and embodied conduct of facilitators and meeting participants, as these unfold sequentially. The first analytic chapter reveals the macro-organization of the facilitated meetings, and it contrasts the practice view with the theoretical approach towards the organization of the facilitated meetings. The second analytic chapter investigates the interactional practices used by the facilitators to unpack participation that has already been elicited, captured, and displayed graphically on the public screen via the use of technology. In the third analytic chapter, I explore how the facilitators use computer software to build visual representations of the participants contributions. In the final analytic chapter, I investigate the practices of decision-making in meeting settings with multiple participants. Overall, this thesis makes innovative contributions to our understanding of the practice of facilitated computer-supported workplace meetings. It challenges existing literature on facilitation by finding that facilitators can orchestrate participant input, questioning the facilitator s role as content-neutral , as proposed by leading practitioners in the field of facilitation (e.g., Kaner et al., 2014). At the same time, it shows how the manipulation of computer software is an accountable action and how the decision-making process occasions or constrains the production of alignment between participant(s) and facilitator(s). The thesis also contributes to conversation analytic research on questioning, as well as the action of unpacking participation. I show that the notion that open-ended questions better elicit participation than interrogatives is generally not supported empirically, at least in this context. The thesis contributes to existing literature on multi-party meeting interaction, showing how the departure from the canonical next-speaker selection technique which involves the use of address terms and address positions in an utterance takes place. Further, it enhances our understanding of how computer software constrains and/or affords progressivity in interaction. In this sense, I enhance our understanding of the concept of agency of artefacts. Finally, I contribute to knowledge on group decision-making, an under-researched yet core activity in facilitated and other types of meetings. Here, I contribute to the body of work on the interplay between deontics and epistemics in interaction. This thesis shows the applicability of conversation analysis to the study of facilitation. By analysing talk and embodied conduct, communicative practices for accomplishing successful facilitated meetings are revealed and these should be of core interest to both professional and novice facilitators

Reading Recovery Teacher Understandings About Language and Early Literacy Acquisition

This study investigated Reading Recovery teacher understandings about language and early literacy acquisition by applying a constructivist grounded theory design. Participants were Reading Recovery teachers working across three varied districts in Massachusetts (N=33). The purpose of the study was to engage Reading Recovery teachers in surveys, focus groups, interviews, and observations to understand the degree to which Reading Recovery teacher participants value varied student language patterns. Addressing biases faced upon school entry by children who speak differently than their teachers is essential. When students are identified for early literacy intervention, an asset-based frame is critical to ensure accelerated growth. The guiding question was, “What do Reading Recovery teachers understand about using language/linguistic diversity as an asset in early literacy acquisition?”. What might be learned, in terms of Culturally and Linguistically Sustaining Practices (CLSP), from Reading Recovery teachers was also discussed. The theory that emerged is that engaging in reflective processes, communicating theoretical understandings regarding reciprocity, working to expand oral language flexibility, and fostering the growth of collective expertise specifically to support linguistic diversity were all necessary. The observation portion of this study found evidence of Reading Recovery teachers working to be culturally and linguistically responsive to all children including multilingual, multidialectal, and monolingual students. Five examples included in the discussion are 1. Daily explicit instruction around literary structures 2. Personalized instruction 3. Positioning the child as a writer: allowing the syntax and meaning of a child to drive conversations and determine the written message 4. Never invalidating a child\u27s syntax or semantics while fostering syntactic flexibility 5. Embedding a Told and then restating that unknown word in a meaningful phrase. Implications for pedagogical practice included working within a CLSP framework to deepen educator understandings of how to honor and teach into linguistic diversity as a strength and develop more robust theoretical and practical collective expertise on the matter. Implications for further research include deepening the connection between Reading Recovery and CLSP. Finally, in the larger field of education the work of culturally sustaining practices and linguistically sustaining practices may need to be discussed as both individual and intertwined issues

A MIXED METHODS STUDY OF PRINCIPALS’ EXPERIENCE USING DATA ANALYTIC TOOLS IN HAWAI‘I

Ph.D.Ph.D. Thesis. University of Hawaiʻi at Mānoa 201

LINGUISTIC ENTRAINMENT IN MULTI-PARTY SPOKEN DIALOGUES

Entrainment is the propensity of speakers to begin behaving like one another in conversations. Evidence of entrainment has been found in multiple aspects of speech, including acoustic-prosodic and lexical. More interestingly, the strength of entrainment has been shown to be associated with numerous conversational qualities, such as social variables. These two characteristics make entrainment an interesting research area for multiple disciplines, such as natural language processing and psychology. To date, mainly simple methods such as unweighted averaging have been used to move from pairs to groups, and the focus of prior multi-party work has been on text rather than speech (e.g., Wikipedia, Twitter, online forums, and corporate emails). The focus of this research, unlike previous studies, is multi-party spoken dialogues. The goal of this work is to develop, validate, and evaluate multi-party entrainment measures that incorporate characteristics of multi-party interactions, and are associated with measures of team outcomes. In this thesis, first, I explore the relation between entrainment on acoustic-prosodic and lexical features and show that they correlate. In addition, I show that a multi-modal model using entrainment features from both of these modalities outperforms the uni-modal model at predicting team outcomes. Moreover, I present enhanced multi-party entrainment measures which utilize dynamics of entrainment in groups for both global and local settings. As for the global entrainment, I present a weighted convergence based on group dynamics. As the first step toward the development of local multi-party measures, I investigate whether local entrainment occurs within a time-lag in groups using a temporal window approach. Next, I propose a novel approach to learn a vector representation of multi-party local entrainment by encoding the structure of the presented multi-party entrainment graphs. The positive results of both the global and local settings indicate the importance of incorporating entrainment dynamics in groups. Finally, I propose a novel approach to incorporate a team-level factor of gender-composition to enhance multi-party entrainment measures. All of the proposed works are in the direction of enhancing multi-party entrainment measures with the focus on spoken dialogues although they can also be employed on text-based communications