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The present study is a reflective nexus analysis of classroom discourse practices that emerged during the Covid-19 pandemic crisis induced online teaching and learning. Nexus analysis is an action focused approach to discourse analysis that incorporates aspects of ethnography to examine that actions that make up the discourse in complex social behavior. Through a series of case studies, we examine how teachers adapted to teaching and their reflections on the classroom discourse practices that emerged and their reflections on how students adapted to online learning. Using the initiation-response-evaluation sequence (IRE) as a means of comparison across the case studies we discuss how teachers developed novel practices in the online world where the IRE emerged in either flipped or blended practices. Both teachers and students had adapted to this new context in becoming online teachers and online learners navigating new subject positions that reflect Gee's big 'D' Discourse. The study also illustrates how nexus analysis can be used as a reflective analysis through an examination of the discourses in place, interaction order, and historical body(ies) that were affected by the move to online teaching during the Covid-19 pandemic.

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N[subscript 7th grade] = 1,146 and N[subscript 8th grade] = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers' APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students' perspective and highlights the mediating role of student emotions in the relationship.

Money has become increasingly important in China since the transfer from a planned to a market economy. This study investigated whether the increased normative importance of money impairs Chinese adolescents' self-esteem. National survey data from 11,819 adolescents (mean age, 14.29 years; 48 % girls) in 200 junior high schools in China were used to examine whether school-level importance of money was associated with self-esteem, and how adolescents' family income and gender modified this association. Multilevel structure equation modeling analysis indicated that school-level importance of money was significantly and negatively related to individual students' self-esteem after controlling for school- and individual-level family incomes. The negative effect of school-level average importance of money on self-esteem varied with Chinese adolescents' subjective, but not objective, family income. Adolescents whose parents subjectively perceived that their families were poorer than others were more vulnerable to the negative effect of school-level average importance of money. No gender difference in susceptibility to the school-level average importance of money was observed. These findings suggest that Chinese adolescents' self-esteem is contingent on social standards about money. [ABSTRACT FROM AUTHOR]