An Action Research Study Exploring the Implementation of Discussion Pedagogy in Support of Student Autonomy in Advanced Placement Courses

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Autor/in	Dague, Christopher Thomas
Titel	An Action Research Study Exploring the Implementation of Discussion Pedagogy in Support of Student Autonomy in Advanced Placement Courses
Quelle	(2015), (180 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-3860-4
Schlagwörter	Hochschulschrift; Dissertation; Advanced Placement Programs; Discussion (Teaching Technique); Personal Autonomy; Social Studies; High School Students; Seminars; Student Experience; Classroom Environment; Teacher Student Relationship; History Instruction; European History; Urban Schools; Action Research; Questionnaires; Semi Structured Interviews; Learner Engagement; Thinking Skills; Historical Interpretation; Persuasive Discourse; Self Determination + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Individuelle Autonomie; Gemeinschaftskunde; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Seminar; Studienerfahrung; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; History lessons; Geschichtsunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Projektforschung; Fragebogen; Denkfähigkeit; Historische Interpretation; Persuasion; Persuasive Kommunikation; Selbstbestimmung
Abstract	AP social studies courses are viewed as beacons for rigorous and demanding coursework in secondary classroom settings. Recent curricular revisions and enrollment initiatives made by the College Board have led to further discourse concerning instructional and curricular tensions that still need to be addressed. Moreover, reform made in AP social studies courses suggests that traditional and teacher-centered methods of instruction also need to be reconsidered in order to meet the goals of newly revised courses. Traditional and teacher-centered methods of instruction used in AP social studies courses might actually be causing students to learn with varying degrees of passivity and subordination. In turn, this has the potential to cause discord in the rhetoric and reality of the objectives of both AP courses and social studies education. The purpose of this action research study was to explore how implementing discussion pedagogy, based predominantly on the use of seminars, could support and promote student autonomy while also meeting the objectives of AP courses and social studies education. Additionally, I was guided by three sub-questions. How do students experience discussion pedagogy? Do students perceive a difference in the learning climate, specifically, teacher-student interaction when discussion pedagogy is implemented? How does discussion pedagogy affect students' experience relative to the content? Discussion pedagogy was implemented over a four-week period in two, AP European History courses in an urban high school (grades 9-12) in the southeastern region of the United States. The action research study, with its five stages of "initial reflection-planning-action-observation-reflection," rooted in self-determination theory, collected data through the use of Learning Climate Questionnaires (Williams & Deci, 1996), semi-structured interviews, classroom recordings, field notes, and student artifacts. Three major findings emerged from the data analyzed. The first major finding demonstrated that student preparation for, and involvement in, the course was impacted through their participation with discussion pedagogy. The second major finding demonstrated that students experienced a sense of relatedness within the learning environment. The third major finding demonstrated that students experienced engagement with regard to historical thinking skills and the historical content, most notably in the areas of historical argumentation and historical interpretation. These three major findings, in conjunction with the existing research, have implications for teachers of AP social studies courses as well as pre-services teachers. Additionally, the results of this action research study have implications for future research on the intersections of self-determination theory in a critical context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01