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ERIC Number: ED558665
Record Type: Non-Journal
Publication Date: 2013
Pages: 119
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-6412-2
Literature Discussion Groups: The Role of Teacher Talk in Discussing Social Issues
Guay, Mary
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
The purpose of this study was to examine how teacher talk influenced the way issues of race, culture, and disability were addressed in literature discussion groups. Discussions of one teacher with two groups of students, of varying reading levels, were studied. The research questions were: 1) How does the teacher's perspective on the students reading ability frame how she structures discussions? 2) How are issues of race, culture, and disability addressed in discussion groups? 3) In what ways are stereotypical/dominant cultural views interrupted or maintained? Using Critical Discourse Analysis and the theoretical lens of addressivity, this study found that, although each group developed different patterns of discussion, the quality of teacher talk across both groups maintained dominant cultural views of issues of race, culture, and disability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A