ERIC Number: EJ1161511
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
Giving Students the Power to Engage with Learning
Cochran, Kathryn F.; Reinsvold, Lori A.; Hess, Chelsie A.
Research in Science Education, v47 n6 p1379-1401 Dec 2017
This critical discourse analysis study identifies and describes power relationships in elementary classrooms that support science engagement by providing students time to think, ask questions, and find their voices to talk about subject matter. The first analyses involved identification and description of classroom episodes showing high levels of student power and engagement associated with learning science. Classroom episodes were grouped into seven "power patterns": use of questions, teacher sharing authority, giving students credit for knowledge, legitimate digressions, enhanced feedback, and writing opportunities. The second analyses documented the manner in which these patterns formed more complex classroom engagement processes called "power clusters." These examples further our understanding of the dynamics of classroom discourse and the relationships between student power and engagement in subject matter.
Descriptors: Power Structure, Elementary School Students, Student Participation, Learner Engagement, Science Instruction, Elementary School Teachers, Teacher Role, Feedback (Response), Writing (Composition), Questioning Techniques, Discourse Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A