Understanding Gifted Middle School English Language Arts Teachers' Listening Orientations

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Research on Creativity, Talent Development, and Giftedness Roundtable 2

Abstract

Within gifted education, discourse and instructional strategies, such as Socratic Circles Seminars, are identified as methods to support the development of talented readers’ critical thinking skills. While dialogic-discourse-based lessons have been suggested as a means to support critical thinking, the role of teacher listening in the English Language Arts classroom has a limited research base. In this qualitative study, we examined five teachers’ perceptions, focusing on one teacher as an illustrative case, of their listening during dialogic-discourse-based lessons with advanced readers.

Authors

• Cindy Marie Gilson, University of North Carolina - Charlotte

• Micah N. Bruce-Davis, University of Louisiana at Lafayette

• Erica Lamm, Concordia University - Nebraska