ERIC Number: ED435747
Record Type: RIE
Publication Date: 1999-Apr
Shifting to Student-Centered, Collaborative Classrooms: Implementing Student-Led Discussion Groups.
The teacher's role in supporting students as they shifted from teacher-led discussions to student-led discussions was studied as part of an ethnographic study of teacher-student interactions in a third grade classroom serving 29 students. Field notes, video recordings, transcripts of classroom sessions, and teacher interviews were used to collect information about patterns of student and teacher participation during teacher-led and student-led literature classes. The teacher's role within the literature discussion groups was active, complex, and dynamic. The change from a teacher-led discussion format was not easily accomplished. Students tended to fall back into old patterns, but the teacher facilitated and supported their growth in problem solving, interactional competence, and discussion content. The examination of several emergent themes from classroom discussions shows that the teacher used a variety of intervention techniques to scaffold students' development understandings of the discussion process. The teacher's support was required as students developed the "how" and "what' of literature discussion groups. Appendixes contain transcription conventions and the transcript of a discussion. (Contains 37 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).