Research Analysis Paper

Research Analysis Paper

Introduction

The communication among the students and teachers are an indispensable thing to see the very center and spirit of education. It is only in the hands of the teacher whether or not their student will pay heed to them, and they alone are responsible for the effect that their education techniques can have on the students as well. These students will often be at a stage of education that is deemed very sensitive and necessary for providing an enriched experience in later grades. The influence and command teachers have at this stage is very vital to their upbringing and can affect learning patterns of students. Hence, the interaction between the two parties within the confines of the classroom is vital and must be carefully evaluated and planned (BenTsvi-Mayer, 1995). Through the teachers' diverse distinctiveness and personality, it can be the essential standard to moderate the knowledge potential and the level of enthusiasm of the students. In this paper, I will be analyzing the study Classroom Talk for Rigorous Reading Comprehension Instruction by Mikyung Kim Wolf, Amy C. Crosson and Lauren B. Resnick. The study was conducted in 2005 and is an in-depth examination of the characteristics and eventual outcomes of classroom talk and support, as well as back and forth comprehension lessons that are planned by teachers in order to ensure students reach their potential within the given time period.

Discussion

In the study, a sample of students was selected and a syllabus selected for their perusal within a constricted time period. It was a general study about measuring the quality of classroom talk and how much of an influence it manages to achieve on student's academic plans, as well as the incentive it presents to them to carry on further with their studies after primary and secondary education is finished. In-reading comprehension lessons were also used as tools in the study and students would be provided with material that they would be required to read within the classroom, after which questions were exchanged between teachers and students to enhance the student's learning and comprehension capabilities. Support was provided to the sample of students in the form of questions about the reading-comprehension lessons, these questions would generally relate to the topic at hand but would also provide them with a wider regard of the subject in order for them to be more educated about the different perspectives they were to learn. There were total 21 reading comprehension lessons planned for this study on different levels of education, varying from elementary to middle schools and from urban districts.

Through quantitative research it was observed that students tended to be more motivated and enthusiastic about the topic at hand during class or group discussions, while being more passive if they had to work on individual studies or mini-projects. This research thus provided a chance to evaluate the reasons for this behavior, which although may have varied from one individual to the next, were generally of the same ...