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ERIC Number: ED055091
Record Type: RIE
Publication Date: 1970
Pages: 125
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Students' Patterns of Thinking in Teacher-Led Large Group Discussions and Student-Led Small Group Discussions of Literature.
Haught, Evelyn Hunt
This study attempted to determine if there is a difference in the amounts and patterns of thinking of students in teacher-led large group discussions and student-led small group discussions of literature. Students' verbalizations were analyzed and classified according to J.P. Guilford's Structure of Intellect. The instrument used was a modification of the Ashner-Gallagher System for Classfying Thought Processes in the Context of Classroom Verbal Interaction. Eleven classes of 253 students in a four-year high school were observed and tape recorded during 33 classes of teacher-led discussions and 22 classes of student-led discussions of literature. Teacher-led large group discussions, lasting 17 hours, 32 minutes, produced 2,256 verbalizations, or 2.14 per minute. Student-led small group discussions, lasting 7 hours, 48 minutes, produced 7,416 verbalizations, or 15.85 per minute. Conclusions include: (1) There is more verbal involvement in student-led small groups than in teacher-led large grups; (2) There is more personal identification with characters, situations, and truths in literature in small groups; (3) There is more freedom of expression in small groups; (4) Teacher-led discussions focus on convergent thinking; (5) Student-led discussions focus on evaluation; (6) There is 10% less use of pure recall in small groups; (7) There is 9% less divergent thinking in small groups. (Author/CK)
University Microfilms, A Xerox Company, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 71-5120: MF $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
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Note: Ph.D. Dissertation, University of Illinois at Urbana-Champaign