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Journal of the Learning Sciences
written by Jennifer Lineback
Responsive teaching occurs when teachers take up and respond to their students' ideas during instruction (J. L. Pierson, 2008). Although responsive teaching is gaining recognition as an effective strategy for encouraging student learning, few methods of analysis are capable of characterizing the different ways in which teachers take up their students' ideas in the moment. This article presents and exemplifies a new methodological construct, the redirection, which provides researchers with a means of detecting nuanced differences in how teachers respond to their students' thinking. The redirection construct emerged via systematic discourse analysis of 1 science teacher's classroom discussions during 3 implementations of an inquiry-based module on the water cycle. Redirections are defined as instances when a teacher invites students to shift or redirect their attention to a new locus. Such shifts reflect different types of teacher responsiveness and, as such, can be used to capture the different ways in which teachers take up their students' ideas. This article presents a comprehensive coding scheme for the redirection, in addition to segments of classroom discourse to exemplify each redirection coding category. A comparison of 3 5th-grade teachers using the construct provides an illustrative example of the type of analysis such a coding scheme affords learning sciences researchers.
Journal of the Learning Sciences: Volume 24, Issue 3, Pages 419 - 460
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
= Advance Organizers
Education - Basic Research
- Assessment
= Instruments
- Teacher Characteristics
- Elementary School
- Middle School
- Reference Material
= Article
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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© 2014 Taylor & Francis
Record Creator:
Metadata instance created June 28, 2019 by Bruce Mason
Record Updated:
June 28, 2019 by Bruce Mason
Last Update
when Cataloged:
December 9, 2014
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Record Link
AIP Format
J. Lineback, J. Learn. Sci. 24 (3), 419 (2014), WWW Document, (https://doi.org/10.1080/10508406.2014.930707).
AJP/PRST-PER
J. Lineback, The Redirection: An Indicator of How Teachers Respond to Student Thinking, J. Learn. Sci. 24 (3), 419 (2014), <https://doi.org/10.1080/10508406.2014.930707>.
APA Format
Lineback, J. (2014, December 9). The Redirection: An Indicator of How Teachers Respond to Student Thinking. J. Learn. Sci., 24(3), 419 - 460. Retrieved October 15, 2019, from https://doi.org/10.1080/10508406.2014.930707
Chicago Format
Lineback, Jennifer. "The Redirection: An Indicator of How Teachers Respond to Student Thinking." J. Learn. Sci. 24, no. 3, (December 9, 2014): 419 - 460, https://doi.org/10.1080/10508406.2014.930707 (accessed 15 October 2019).
MLA Format
Lineback, Jennifer. "The Redirection: An Indicator of How Teachers Respond to Student Thinking." J. Learn. Sci. 24.3 (2014): 419 - 460. 15 Oct. 2019 <https://doi.org/10.1080/10508406.2014.930707>.
BibTeX Export Format
@article{ Author = "Jennifer Lineback", Title = {The Redirection: An Indicator of How Teachers Respond to Student Thinking}, Journal = {J. Learn. Sci.}, Volume = {24}, Number = {3}, Pages = {419 - 460}, Month = {December}, Year = {2014} }
Refer Export Format

%A Jennifer Lineback
%T The Redirection: An Indicator of How Teachers Respond to Student Thinking
%J J. Learn. Sci.
%V 24
%N 3
%D December 9, 2014
%P 419 - 460
%U https://doi.org/10.1080/10508406.2014.930707
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Lineback, Jennifer
%D December 9, 2014
%T The Redirection: An Indicator of How Teachers Respond to Student Thinking
%J J. Learn. Sci.
%V 24
%N 3
%P 419 - 460
%8 December 9, 2014
%U https://doi.org/10.1080/10508406.2014.930707


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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