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ERIC Number: ED407692
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 28
Abstractor: N/A
Reference Count: N/A
Teachers' Conceptions of Discussion as Method and Outcome.
Larson, Bruce E.
A grounded theory study examined six high school teachers' conceptions of classroom discussion, and their purposes for using classroom discussion. Data were gathered during in-depth interviews and a think-aloud task in which teachers rank ordered five vignettes of classroom interaction. Both urban and suburban high school teachers were involved. Results indicated that teachers used discussion as a method of instruction to encourage students to build their own knowledge of the subject matter and to expose students to multiple perspectives. Results also indicated that teachers used classroom discussion to teach their students how to discuss. Findings suggest that (1) teachers have multiple conceptions of discussion, but are not fully credited with the amount of thought they give to classroom interactions; (2) teachers' leadership role during classroom discussion is critical to its success; and (3) teacher educators and school administrators should consider teaching the discussion method because of its potential to enhance student learning and democratic citizenship. (Contains 26 references.) (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A