Abstracts - Earli

concerning ability to plan one’s own work. It is also obvious how forms of disciplining areintertwined with activities, not least as concerns study behaviour and children’s use of time. Theemergence of specific forms of communication in this teaching and learning context implies anincreasing bureaucratisation of schooling. Results will give insight into what this organization ofteaching and learning does when it comes to defining students as successful or not, and in whichways teachers’ work and the character of institutional knowledge is transformed.Finding an index of a student-centered classroom discussion using Inter-utterance QuotationNetwork AnalysisEiji Tomida, Kyushu University, JapanThe present study proposes a new method for analyzing classroom discussion process. Thismethod is called Inter-utterance Quotation Network Analysis (IQNA) that was developed with theconcept of inter-textuality and network analysis. Using IQNA, researchers can obtain visualizedrepresentations of discussion process and indices of qualities of discussion. Although IQNAproposes several indices for quality of discussion and explorative analysis devices, the presentstudy focuses on finding an index of how much a certain classroom discussion is actively managedby students and examining validity of it. Establishing such an index is very important task foreducational research, since student’s active engagement in a classroom discussion is crucial fortheir knowledge construction. A reading comprehension unit for sixth- graders in a Japaneseelementary school was examined with IQNA. As a result, it is found that "teacher’s frequency rateof being quoted by students" is most appropriate as an index of student-centered classroomdiscussion.Resolution of word problems and interaction in the classroom when there isn’t agreement betweenteachers and students. A comparison between expert and preservice teachers.Javier Rosales, University of Salamanca, SpainJose Orrantia, University of Salamanca, SpainSantiago Vicente, University of Salamanca, SpainJose Maria Chamoso, University of Salamanca, SpainIn this paper differences between three in-service teachers and three pre-service teachers whensolving arithmetic word problems are shown, by analyzing what both the students and the teachersdid in the classrooms when there had problems to establish a public content. More concretely, theanalysis system we’ve developed involves three different levels: what is made public during theinteraction, how is made public and, finally, who made it (student, teacher or both). This way ofinteraction analysis allowed us to study how both in-service and pre-service teachers react whenthere is no agreement between teacher and student in their classroom. The main result found is thatwhile the pre-service teachers didn’t finish successfully some of the cycles in their interactionswith students, the in-service teachers never began a new cycle without closing successfully theprevious one. That is, while the in-service teachers guaranteed the generation of a coherent publiccontent (sometimes by providing children with the public content when they were not able to givethe correct answer), the pre-service teachers did not do the same but they usually began a newcycle although the student had clearly showed that there is no agreement regarding the publiccontent that could be extracted from this cycle. Educational implications are discussed.– 238 –