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Relevant bibliographies by topics / Classroom discussion

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Academic literature on the topic 'Classroom discussion'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "Classroom discussion"

1

LAKSHMI, D. VIJAYA, and ZEHRABI ZEHRABI. "Discussion Skills in ELt Classroom." International Journal of Scientific Research 3, no. 4 (June 1, 2012): 252–53. http://dx.doi.org/10.15373/22778179/apr2014/87.

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Stengel, Mitchel, Leah Nolan, David Donnick, Wesley Skym, and Anna Wright. "Best Practices for Teaching Discussion as Part of High School Common Core State Standards." Journal of Communication Pedagogy 2 (2019): 111–18. http://dx.doi.org/10.31446/jcp.2019.20.

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Instructional discussion is a teaching method used in many classrooms across grade levels. In fact, the Common Core State Standards promote the use of instructional discussion in secondary classrooms (Common Core State Standards Initiative, 2018a). Students, however, are not always taught best practices for engaging in a discussion and may feel unprepared to participate. As a result, discussions may not produce the dynamic learning opportunity they are intended to foster. This essay provides 10 tips for high school teachers to prepare students in the high school classroom to engage in a meaningful classroom discussion effectively in order to ensure students are learning and are engaged in a productive manner while meeting the demands of the Common Core Standards.

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Dia, Eva Eri, Suyono Suyono, Widodo Hs., and Sunaryo Sunaryo. "RHETORIC STRATEGY IN CLASSROOM DISCUSSION." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, no. 1 (February 23, 2020): 118. http://dx.doi.org/10.26858/retorika.v13i1.9152.

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This article aims to describe the pattern of question strategies and strategies for answering in class discussion activities. The documentation technique is used in collecting data sourced from verbal data, namely the speech of students who present the role as presenters and discussion participants, and lecturers who respond to the results of the discussion. The results of the analysis show that there is a pattern of rhetorical strategies generated in the speech of students in class discussion presentations. The pattern includes question strategies and answer strategies. In the question strategy in class discussion there are four formulas, among others; (1) description + question + marriage - is there in the speech of the audience and questioner ,(2) description + question + explanation is in the lecturer speech, (3) question + description is in the questioner's speech, (4) question + explanation + question is in the speech questioner. Whereas in the strategy of answering in class discussions there are two strategies found, among others; (1) the directanswerstrategy is found in the answering speech and (2) the indirectanswerstrategy is found in the answering speech.

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Beardon, Toni. "Surjections‐‐a classroom discussion." International Journal of Mathematical Education in Science and Technology 22, no. 5 (September 1991): 775–82. http://dx.doi.org/10.1080/0020739910220509.

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Juzwik, Mary M., Martin Nystrand, Sean Kelly, and Michael B. Sherry. "Oral Narrative Genres as Dialogic Resources for Classroom Literature Study: A Contextualized Case Study of Conversational Narrative Discussion." American Educational Research Journal 45, no. 4 (December 2008): 1111–54. http://dx.doi.org/10.3102/0002831208321444.

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Five questions guided a case study exploring the relationship between oral narrative and discussion in middle school literature study: (a) Relative to similar classrooms in a large-scale study, how can overall literature instruction be characterized? (b) Relative to similar classrooms in a large-scale study, how well do students achieve in the focal classroom? (c) What, if any, are the links between oral narrative and discussion? (d) If discussion and narrative co-occur, what sorts of oral narratives do narrators tell in discussions? and (e) If discussion and narrative co-occur, how can we characterize the overlap in terms of interaction? In the frequent conversational narrative discussions, where oral narrative and discussion discourse overlapped, teacher and students used various kinds of oral narrative genres to prime, sustain, ratify, and amplify discussion.

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Wilen, William W. "Refuting Misconceptions about Classroom Discussion." Social Studies 95, no. 1 (January 2004): 33–39. http://dx.doi.org/10.3200/tsss.95.1.33-39.

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Jeng, Ling Hwey. "Facilitating Classroom Discussion on Diversity." Journal of Education for Library and Information Science 38, no. 4 (1997): 334. http://dx.doi.org/10.2307/40324195.

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Wilson, Mark. "Classroom Assessment: Continuing the Discussion." Educational Measurement: Issues and Practice 37, no. 1 (March 2018): 49–51. http://dx.doi.org/10.1111/emip.12194.

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Purtell, Kelly M., Arya Ansari, Qingqing Yang, and Caroline P. Bartholomew. "The Role of Preschool Peers in Children's Language Development." Seminars in Speech and Language 42, no. 02 (March 2021): 088–100. http://dx.doi.org/10.1055/s-0041-1723838.

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AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

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Mullins, Sara Brooke. "Establishing a Community of Discourse Through Social Norms." Discourse and Communication for Sustainable Education 9, no. 1 (June 1, 2018): 5–17. http://dx.doi.org/10.2478/dcse-2018-0001.

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Abstract While researchers, educators, state and national organizations, and policy makers are taking strides to help transform traditional mathematics classrooms into inquiry-based classrooms, they fail to address how to bridge the gap between creating discussions to developing mathematical discourse. One key component for producing inquiry-based classrooms is to have effective discussions (Smith & Stein, 2011). However, to have effective discussions, social norms must be in place that promote active participation from students (Sherin, 2002). Therefore, the purpose of this paper is to synthesize educational research on social norms in the mathematics classroom to identify key components teacher educators can focus on to help teachers establish and implement social norms that promote sustainable inquiry-based classrooms. Results suggest social norms must be developed through collaboration of the teacher and students, the classroom environment must be supportive of mathematical discussion, and finally, norms should be (re)negotiated to help change students’ ways of thinking.

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Dissertations / Theses on the topic "Classroom discussion"

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Miller-Lane, Jonathan Whitney. "Facilitating disagreement in classroom discussion /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7647.

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Baker, Tanya Neva. "Understanding and Implementing Classroom Discussions of Literature: A Case Study of One High School Teacher's Beliefs and Practices Concerning Classroom Discussions." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/BakerTN2008.pdf.

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Wee, Jongsun. "Literature Discussion As Positioning : Examining positions in dialogic discussions in a third–grade classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274825811.

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Jones, Pauline School of English UNSW. "Intersubjectivity and learning: a socio-semantic investigation of classroom discourse." Awarded by:University of New South Wales. School of English, 2005. http://handle.unsw.edu.au/1959.4/23306.

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This thesis is concerned with the shaping of pedagogic subjectivities through classroom talk. It addresses a number of research questions, namely: In what ways do forms of intersubjectivity created in classroom talk shape the learning for children in two socioeconomically disadvantaged classrooms? How do teachers??? variant readings of official curriculum documents impact on classroom practices? How might the role of the teacher in such classrooms be usefully understood and articulated? The research described in the thesis draws on socio-cultural approaches to language, learning and pedagogy. Systemic functional linguistics, which models cognition as meaning, provides the major theoretical position together with tools for close linguistic analysis (Halliday 1994, 1999). Vygotsky???s complementary view of learning as the consequence of joint activity in semioticised environments highlights the role of the mediating agent (1978). Bernstein???s theory of pedagogic relations provides a useful framework for understanding the circulation of cultural dynamics through locally situated pedagogic settings (1990, 1996, 2000). The research adopts a case study approach; data comprises talk produced during a complete curriculum cycle in each primary classroom as well as interviews, written texts and official curriculum documents. The analysis proceeds through phases; that is, it initially describes the curriculum macrogenres (Christie 2002) then moves to more detailed linguistic analyses of prototypical texts from each setting. Mood, speech function and appraisal (Eggins & Slade 1997, Martin & Rose 2003) are systems recognised in the SFL model as those which enact intersubjective relations. Close attention to their deployment in classroom interactions reveals much about how broad social roles are enacted, how the moral regulation of the learners is accomplished and how subtle differences in learning take place. The analysis reveals considerable difference in the educational knowledge under negotiation. In one classroom, learners are stranded in localised, everyday discourses; while in the other, learners are given access to more highly valued curriculum discourses. It is argued that the interactive practices which produce such difference result from teachers??? readings of the official curriculum; readings which are shaped by particular philosophical orientations to curriculum, together with features of the local settings and their relations to the official pedagogic field.

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Stevens, Anthony J. "The Benefits of Teacher-Led Classroom Discussion in a Secondary Social Studies Classroom." Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281640769.

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Triglone, Robyn J., and n/a. "The features of interactive discourse that characterise a reasoning-based teacher approach to classroom discussion." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061113.083357.

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This study takes a theoretical stance that relies on the notion that cognitive development is predominantly a process of learning. The study rests particularly on the Vygotskian theory that children learn within a social environment by practising cognitive skills, under expert tutelage, that they will later perform independently. If children are to develop skills in reasoning the classroom needs to be a place where reasoning skills are modelled, practised and reinforced. Certain features of interactive discourse may have the effect of emphasising the content of a discussion at the expense of the reasoning process and therefore of the practice of reasoning. This study investigated the interactive discourse of a classroom discussion that had reasoning as the sole objective of the discussion and identified the discourse features that characterised the discussion. One experimental kindergarten group and two experimental grade 1/2 groups were introduced to a reasoning-based approach using the Elfie package. A discussion, based on a children's story, was then held with these groups and with two experimental kindergartens that had received no previous exposure to the reasoning-based approach. Examination was also made of the discourse features of a control kindergarten discussion and a grade 1/2 discussion. Important differences were identified between the discourse features of the control and experimental classrooms. Analyses of the experimental discussions found a lower proportion of teacher utterances that were psuedo questions, and that included evaluation of pupil comments; a higher proportion of teacher invitations to explore the logical implications of an idea; a higher proportion of pupil utterances that were in response to other pupil comments and a higher proportion of pupil utterances that included reasons. Analyses of control discussions found that the prevailing pattern of discourse involved teacher initiation (often a pseudo question) - pupil response - teacher evaluation and re-elicitation. Discussion is included about the role such a pattern plays in emphasising content at the expense of the process of reasoning.

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Wareing, Shan. "Gender, speech styles and the assessment of discussion." Thesis, University of Strathclyde, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318382.

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駱惠儀 and Wai-yi Begonia Lok. "Influence of online discussion on classroom learning: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256661.

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Clarke, Lane W. "Conversations Beyond the Text: The Influence of Gender and Social Class and Gender on Literature Circle Dimensions." Cincinnati, Ohio : University of Cincinnati, 2005. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1129557657.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.
Advisor: Deborah Hicks. Title from electronic thesis title page (viewed Apr. 22, 2009). Includes abstract. Keywords: Literacy; Gender; Social Class; Classroom Discussion. Includes bibliographical references.

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Curran, Robert. "The wisdom of teaching : human experience and discussion in the classroom." Thesis, University of Ulster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247750.

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Books on the topic "Classroom discussion"

1

Lee, Hansen W., ed. Discussing economics: A classroom guide to preparing discussion questions and leading discussion. Cheltenham, UK: E. Elgar Pub., 2005.

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John, Mason. Discussion in the mathematics classroom. Milton Keynes: Open University, 1986.

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Sattes, Beth D. (Beth Dankert), ed. Questioning for classroom discussion: Purposeful speaking, engaged listening, deep thinking. Alexandria, VA: ASCD, 2015.

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Brown, Stuart M. Classroom discussion and affective issues: A case study. Norwich: University of East Anglia, 1988.

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Talking points: Discussion activities in the primary classroom. New York, NY: Routledge, 2011.

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Levy, Tedd. National issues forum in the classroom: Public policy discussion guide. Washington, D.C: National Council for the Social Studies, 1985.

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Hess, Diana E. Controversy in the classroom: The democratic power of discussion. New York: Routledge, 2009.

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Grunsell, Rob. Finding answers to disruption: Discussion exercises for secondary teachers. York: Longman, 1985.

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Teaching thinking: Philosophical enquiry in the classroom. London: Continuum, 2003.

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Teaching thinking: Philosophical enquiry in the classroom. 3rd ed. London: Continuum, 2008.

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Book chapters on the topic "Classroom discussion"

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Newman, Debbie. "Formats for critical pair discussion." In The Noisy Classroom, 77–80. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351020220-13.

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Stanley, Todd. "Group Discussion." In 10 Performance-Based Projects for the Science Classroom, 39–52. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232506-4.

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Carrasco, Diego, and David Torres Irribarra. "The Role of Classroom Discussion." In IEA Research for Education, 87–101. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78692-6_6.

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Muller, Heidi L. "Where is dialogue in classroom discussion?" In Dialogue Studies, 177–94. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/ds.16.10mul.

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Blackman, Lisa. "Questions for essays and classroom discussion." In The Body, 154–60. 2nd ed. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003087892-103.

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Carrasco, Diego, Ernesto Treviño, Natalia López Hornickel, and Carolina Castillo. "Students Ratings Their Open Classroom Discussion." In Springer Proceedings in Mathematics & Statistics, 463–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74772-5_41.

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Stanley, Todd. "Group Discussion." In 10 Performance-Based Projects for the Language Arts Classroom Grades 3-5, 37–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232483-4.

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Bell, Lisa M., and Jill M. Aldridge. "Discussion, Limitations and Future Directions." In Student Voice, Teacher Action Research and Classroom Improvement, 117–31. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-776-6_5.

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Tran, Huong Quynh. "Chapter 9. Language alternation during L2 classroom discussion tasks." In Conversation Analysis and Language Alternation, 165–82. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/pbns.295.09tra.

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Brown, C. J. "Flipping the ESL/EFL Academic Reading Classroom: A Group Leader Discussion Activity." In Innovations in Flipping the Language Classroom, 147–68. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6968-0_11.

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Conference papers on the topic "Classroom discussion"

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Lugini, Luca, and Diane Litman. "Predicting Specificity in Classroom Discussion." In Proceedings of the 12th Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-5006.

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Smith, G. S. "The polarization of skylight an example for classroom discussion." In 2006 IEEE Antennas and Propagation Society International Symposium. IEEE, 2006. http://dx.doi.org/10.1109/aps.2006.1710774.

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Xie, Mengyao. "Discussion and Construction of Badminton Flipped Classroom Teaching Mode." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.285.

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Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.

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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.

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Setianingsih, Rini, Cholis Sa’dijah, Abdur Rahman As’ari, and Makbul Muksar. "Facilitating Classroom Discussion In Mathematics Instruction To Promote Students’ Understanding." In Proceedings of the International Conference on Science and Technology (ICST 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icst-18.2018.165.

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Han, Haiyan, Wen Zhi, Yueling Zhao, and Lili Wang. "Discussion on the Artistic Language of Evaluation of Classroom Instruction." In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.64.

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Liu, Yiming, Yu Shi, Hua Liu, and Yun Han. "Discussion on the Second Classroom Construction of Applied Agricultural College." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.101.

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Huang, Jianping. "A Brief Discussion on the Classroom Teaching of University Calculus." In 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.15.

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Lei, Liu. "Discussion on the Medical English Teaching Based on Flipped Classroom." In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.164.

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A. Schultz, Robert. "The Effectiveness of Online Synchronous Discussion." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2646.

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I have been exploring ways to incorporate online techniques into my MBA course in Management of Information Technology. The course uses small-group discussion of case studies, so online synchronous discussion seemed appropriate. After a small-scale successful experiment, I offered most of the spring 2001 course offering online. Although the students were enthusiastic, I got the disturbing feeling students were not really learning from the online discussions. So I administered a short multiple-choice post-test to the class. I gave the same test to a later class with virtually identical material delivered traditionally. Scores were about 20% higher for the traditional group, and statistical analysis verifies that this difference is not due to chance. So synchronous online discussion seems less effective than classroom instruction in this context. I suggest possible reasons for the lesser effectiveness of this online technique and consider what other online techniques might be more effective for this material.

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Reports on the topic "Classroom discussion"

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Cavender, RayeCarol, and Trina Gannon. Engagement in Cross-Cultural Large Lecture Classrooms: Using Top Hat Technology to Include Students in the Discussion. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1378.

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