ERIC Number: ED384011
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
Middle- and High-School Students' Perceptions of How They Experience Text-Based Discussions: A Multicase Study. Reading Research Report No. 36.
Alvermann, Donna E.; And Others
In a multicase study, adolescents at five culturally diverse sites across the United States engaged in face-to-face interactions as they reflected and reported on their perceptions of their own and other students' experiences in discussing regularly assigned content area texts. A social constructionist perspective provided the framework for the research. Data sources included three rounds of videotaped class discussions followed by three focal group interviews, field notes, theoretical memoranda, and student artifacts. Data collections and analysis were ongoing over the course of one school year. A procedure for involving the researchers at all five sites in analyzing common sets of data generated findings that suggest students are: (1) aware of the conditions they believe to be conducive to good discussions; (2) knowledgeable about the different tasks and topics that influence their participation; and (3) cognizant of how classroom discussion helps them understand what they read. By focusing on students' insights into their own actions, thoughts, and motives related to classroom talk about texts, it was possible to make visible their negotiation of different roles and relations, rights and responsibilities, and norms and expectations in peer-led and whole class discussions. (Contains 45 references, 3 figures, and 2 tables of data. An appendix presents a narrative vignette.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.