Bringing the background to the foreground: What do classroom environments that support authentic discussions look like?

Autor/in	Hadjioannou, Xenia
Titel	Bringing the background to the foreground: What do classroom environments that support authentic discussions look like?
Quelle	In: American educational research journal, 44 (2007) 2, S. 370-399Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/0002831207302173
Schlagwörter	Fallstudie; Qualitative Forschung; Gemeinschaft; Vorstellung (Psy); Schule; Schuljahr 05; Klassenraum; Schulklasse; Lehrer; Schüler; Lernumgebung; Unterrichtsgespräch; Sprache; Diskussion; USA
Abstract	Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others' input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2