Abstracts - Earli

investigates classroom video materials from two primary sources: the Learner’s Perspective Study(LPS) database and a Swedish historic classroom materials database. In this study, ten consecutiveMathematics lessons in Sweden, the US and Australia have been used. In addition, Swedishclassrooms, recorded with audio and/or video, in 1968, 1972, and 1993-1995 have been used. Theresults show that in all materials, the vast majority of repair initiations are done by the teacher,most commonly correcting student errors in answers to teacher questions. However, whencomparing student repair, the materials are different. In the Swedish materials, students quitefrequently initiate repair and suggest corrections to teacher turns, which is not the case in the USand Australian materials. The results also show that historical changes in the way repair is carriedout in Swedish classrooms have taken place, with students actively taking part in all aspects of therepair sequence, including initiation, in the later materials. For the teachers, the changed studentparticipation in repair sequences has weakened the teacher control over classroom repair. Thestudy contributes to accumulating knowledge of how classroom repair is carried out, addresseslearning consequences of different ways of organizing student participation in repair sequences.Addressing the challenge of legitimate international comparisons of classroom practiceDavid Clarke, University of Melbourne, AustraliaCarmel Mesiti, University of Melbourne, AustraliaCatherine O’Keefe, University of Melbourne, AustraliaLi Hua Xu, University of Melbourne, AustraliaIn this paper, we address the choice of suitable instructional units that might serve as the basis forcross-cultural analyses of classroom practice. Our argument draws on analyses undertaken as partof the Learner’s Perspective Study (LPS). The database comprised a three-camera video record ofsequences of ten consecutive lessons in each classroom, supplemented by post-lesson videostimulatedinterviews with teachers and students: a total of over 180 videotaped lessons, over 50teacher interviews and almost 400 student interviews. The results of these analyses challenge thesuitability of the lesson as the unit of comparative analysis. In particular, the location of the lessonin the topic sequence is seen to be a key influence on the lesson’s structure, critically affecting theteacher’s deployment of the constituent activities that we have called ‘lesson events.’ The lessonevent is proposed as an alternative unit of international comparative analysis of classroom practice.E 2229 August 2007 14:30 - 16:30Room: 0.100CSymposiumLearning through storification: Enhancing narrative learningenvironments with technologyChair: Giuliana Dettori, CNR, Institute for Eductional Technology in Italy, ItalyOrganiser: Sanne Akkerman, Utrecht University, NetherlandsOrganiser: Bregje de Vries, Teacher College, Radboud University Nijmegen, NetherlandsDiscussant: Jerry Andriessen, Utrecht University, NetherlandsThis symposium addresses the question how technology can be used to support learning throughstorification. Storification is defined as ‘the process of constructing stories by structuring and– 308 –