Classroom Interaction Management in Achievement-Related Diversity: A Conversation Analytic Examination

Abstract

This research delves into the intricate dynamics of classroom interactions, focusing on how students perceived as potentially high- and low-achieving demonstrate their epistemic status within these interactions and how teachers respond to and manage these displays. By employing a micro-analytical perspective, this study meticulously examines the interactional strategies and features utilized by both students and teachers throughout the research process. The data were collected from Turkish science and mathematics classrooms as part of a comprehensive, long-term professional development course aimed at enhancing teaching practices. The findings reveal that students employ specific interactional tools, referred to as epistemic stances, which vary according to their perceived epistemic status. These stances serve as indicators of their knowledge, understanding, and engagement within the learning environment. Furthermore, the study highlights how the intentional design of classroom interactions, grounded in the concept of epistemic access, equips science and mathematics teachers with the means to effectively manage the diverse achievement levels in their classrooms. This design not only fosters inclusive participation but also ensures that both high- and low-achieving students are actively engaged in the learning process. The implications of this study extend beyond the immediate findings. It underscores the need for further research into the ways epistemics are displayed and managed in classroom settings. Additionally, the insights gained from this research have the potential to significantly contribute to the fields of science and mathematics education. They offer valuable guidance for teachers, teacher trainers, and educational policymakers in designing professional development courses aimed at enhancing the quality of classroom discourse.