Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Discourse Analysis | 1 |
| Elementary School Students | 1 |
| Elementary School Teachers | 1 |
| Feedback (Response) | 1 |
| Learner Engagement | 1 |
| Power Structure | 1 |
| Questioning Techniques | 1 |
| Science Instruction | 1 |
| Student Participation | 1 |
| Teacher Role | 1 |
| Writing (Composition) | 1 |
| More ▼ | |
Source
| Research in Science Education | 1 |
Author
| Cochran, Kathryn F. | 1 |
| Hess, Chelsie A. | 1 |
| Reinsvold, Lori A. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkCochran, Kathryn F.; Reinsvold, Lori A.; Hess, Chelsie A. – Research in Science Education, 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…
Descriptors: Power Structure, Elementary School Students, Student Participation, Learner Engagement
