Literaturnachweis - Detailanzeige
| Autor/in | Alvermann, Donna E. |
|---|---|
| Titel | Discussion: The Forgotten Language Art: Becoming Literate in the Secondary School. |
| Quelle | (1986), (45 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Discussion; Discussion (Teaching Technique); English Instruction; High Schools; Language Skills; Literature Appreciation; Reading Ability; Reading Instruction; Secondary School Students |
| Abstract | One segment of a larger study (which explores whether secondary teachers and their students alter their discussant roles after being made aware of their classroom interaction) examined the extent to which reading the textbook is necessary for engaging in discussion. Three English teachers and their classes were selected as participants. The teacher with low reading ability students received supervisory intervention, which consisted of a preobservation conference, videotaped observation of 12 postreading discussions, a stimulated recall session while both watched the videotape of the lesson, and a postlesson conference. The other two teachers and their classes served as controls. Observations made during taping, interviews, questionnaires, content analysis of textbooks, and the students' written work provided data which showed (1) that the intervention did not alter teacher-student roles or patterns of verbal interaction, and (2) that a move away from literal-level discussion resulted in a decreased reliance on the textbook for participation in discussions. The study raises questions about discussion as a language art, a focus for research, and a classroom activity about which teachers' expectations may vary depending on their students' reading abilities. (Attachments include the timeline of the study, the coding system for transcriptions of student-teacher interactions, samples of observation data, and primary and secondary data sources with resulting hypotheses.) (LLZ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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