Literaturnachweis - Detailanzeige
| Autor/inn/en | Soutter, Madora; Clark, Shelby |
|---|---|
| Titel | Building a Culture of Intellectual Risk-Taking: Isolating the Pedagogical Elements of the Harkness Method |
| Quelle | In: Journal of Education, 203 (2023) 3, S.508-519 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Soutter, Madora) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0574 |
| DOI | 10.1177/00220574211037747 |
| Schlagwörter | Discussion (Teaching Technique); Risk; Intellectual Development; Classroom Communication; High School Teachers; High School Students; Error Patterns; Problem Solving; Reflection |
| Abstract | Intellectual risk-taking, the act of engaging in learning by contributing an idea, question, or creative thought regardless of potential errors or judgments, is associated with many positive student outcomes; however, there is limited guidance on how to create an environment in which students feel empowered to be courageous in this way. In the present qualitative study, we examine the Harkness Method with the goal of identifying the specific elements of this complex, discussion-based, pedagogical approach that contribute to intellectual risk-taking. We ultimately present an empirically grounded theoretical framework to serve as a guide for building a culture of intellectual risk-taking. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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