Guiding Classroom Discussions for Democratic Citizenship Education

Autor/inn/en	Schuitema, Jaap; Radstake, Hester; van de Pol, Janneke; Veugelers, Wiel
Titel	Guiding Classroom Discussions for Democratic Citizenship Education
Quelle	In: Educational Studies, 44 (2018) 4, S.377-407 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2017.1373629
Schlagwörter	Classroom Communication; Discussion (Teaching Technique); Democracy; Citizenship Education; Controversial Issues (Course Content); Secondary School Teachers; Secondary School Students; Classroom Techniques; Teacher Role; Teacher Effectiveness; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Klassengespräch; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Controversial issues; Kontroverse; Sekundarschüler; Klassenführung; Lehrerrolle; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Niederlande
Abstract	Classroom discussion is frequently proposes as an essential part of democratic citizenship education. Literature, however, pays little attention to what kind of discussion is most effective and how teachers can facilitate a discussion. This study aims to contribute to the development of a framework for analysing the characteristics of classroom discussions and the different roles teachers can adopt in guiding a discussion on controversial issues. In addition, we investigated how the way teachers guide the discussion is related to the structure and content features of the discussion. The framework was used to analyse five classroom discussions in secondary education. Our framework appeared to be useful for revealing differences in the structure and content features of the classroom discussions and in the way teachers guide the discussion. The results also indicated that a high degree of teacher regulation was related to high content quality and more participation from students. A high degree of student regulation was linked to more genuine discussion among students. The study underlines the importance of taking account of the teacher's role in research into the effectiveness of classroom discussions for democratic citizenship education and the study makes useful suggestions for teachers when preparing for a classroom discussion. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01