Literaturnachweis - Detailanzeige
| Autor/in | Alvermann, Donna E. |
|---|---|
| Titel | Discussion vs. Recitation in the Secondary Classroom. |
| Quelle | (1985), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classroom Communication; Comparative Analysis; Content Area Reading; Discussion (Teaching Technique); Nonverbal Communication; Reading Instruction; Reading Research; Secondary Education; Teacher Student Relationship |
| Abstract | Since confusion continues to exist over what teachers mean when they say they are holding a discussion over previously assigned content reading materials, a study compared and contrasted the verbal and nonverbal interactions between teachers and students (or students and students) in eight content area classrooms in rural high schools in Georgia. Prior to the videotaping, teachers were told to ask the students to engage in a discussion of the reading materials that were assigned the day before. Results showed a relationship between the type of interaction pattern observed (discussion versus recitation) and the particular content area in which the observations were made. By comparison, the teachers of social studies and literature encouraged more recitation-like interactions than did their colleagues who taught science and health/human development. The science and health/human development teachers--more than the social studies and literature teachers--expected students to participate in whole class discussion as a follow-up to the reading assignments. Data suggested that the teachers communicated certain procedural display models from which students were able to pick up cues as to their expected participation in a whole class discussion. Further studies should deal with students' perceptions of such practices. (HOD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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