8 Examining Teacher Discourse in STEM Classrooms in a Summer Enrichment Program
Several studies have focused on the orchestration of classroom dialogue to investigate successful pedagogies in classrooms. Further research is needed to examine different types of teacher discourse occurring in gifted classrooms. Through this qualitative project, the discourse of five teachers in a summer enrichment program was investigated during the implementation of STEM curriculum units by looking at the content, complexity, structure, and orchestration of classroom discussions. The results of this study will be shared with participants, and we will discuss how to plan professional development materials for classroom discourse for teachers working with gifted students.
Author(s):
Nesibe Karakis
nkarakis@purdue.edu
Purdue University
United States
Nesibe Karakis is a doctoral student in Gifted, Creative, and Talented studies at Purdue University. She is a former middle school math teacher in Turkey. She has worked with gifted and talented children since 2015 as a graduate student assistant at the Gifted Education Research Institute (GERI) programs. Her research interests are STEM and professional development in Gifted Education that focuses particularly on teacher discourse.
Nielsen Pereira
npereira@purdue.edu
Purdue University
United States
Nielsen Pereira is an Assistant Professor of Gifted, Creative, and Talented Studies at Purdue University. His research interests include the design and assessment of learning in varied gifted and talented education contexts, understanding gifted and talented student experiences in talent development programs, and conceptual, contextual, and measurement issues in the identification of gifted and talented populations. He currently serves as Associate Editor for Gifted and Talented International and on the editorial board member for the Journal of Advanced Academics and Gifted Child Quarterly.