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ERIC Number: ED428008
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 27
Abstractor: N/A
Reference Count: N/A
Influences on Social Studies Teachers' Use of Classroom Discussion.
Larson, Bruce E.
This paper presents a grounded theory study that developed an explanatory theory of influences on teachers' use of classroom discussion. This paper further suggests that grounded theory of this sort should be useful for studying the persistence of recitation under the guise of discussion and for improving instruction with classroom discussion. This study re-analyzes the data of a prior study (1997) which clarified that teachers' thinking about classroom discussion is complex; teachers have multiple conceptions of classroom discussion. A purposive sample of six high school social studies teachers was selected for this study all claimed to use discussion as part of their teaching strategies, and all were nominated by building principals as being thoughtful and effective teachers. Participants taught at suburban (primarily Caucasian) high schools or at urban (racially diverse) high schools. Data were of two kinds: responses to an interview schedule and responses during a think-aloud task. Analysis of data consisted of the following four stages: categories were generated, attempting to identify common themes; categories were integrated along with their properties; data were integrated around fewer, more encompassing categories; and a "theory-in-process" of teachers' conceptions of discussion was written. Findings suggest five factors that influence teachers' uses of different conceptions of discussion: (1) student diversity; (2) lesson objectives; (3) age and maturity of students; (4) sense of community in the classroom; and (5) interest level of students. This study contains implications for teacher education, for the classroom teacher, and for future educational research. Contains 39 references. (BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A