NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ824188
Record Type: Journal
Publication Date: 2002
Pages: 22
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0093-3104
Deliberative Discourse Enacted: Task, Text, and Talk
Brice, Lynn
Theory and Research in Social Education, v30 n1 p66-87 Win 2002
This paper is drawn from a larger study investigating high school students' participation in group discussions of public issues and the nature of those discussions. An interpretive approach was adopted to research democratic, deliberative discussion, viewed through a multidisciplinary lens influenced by sociolinguistics, speech communication, literacy, and social education. Deliberative discussion is described through identifying emergent forms of discourse moves, textual relationships, and participatory norms that groups constructed. Identified in a microanalysis of small group discussions was a complex synthesis of intellectual, relational, and textual dimensions of group talk. A key finding was the complex interplay of three particular cognitive strategies that supported focused and sustained discussion. Transcript excerpts from one group's focused discussions are shared to illustrate the key findings. The findings point toward the importance of understanding the complexity of student group discussion and the ways in which learners gradually approach deliberative tasks and talk. (Contains 1 figure.)
College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A