Dissertations / Theses: '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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Roberts, Ann Mary. "In Search of Discussion in the Standards-Based Middle School Social Studies Classroom." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26876.

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The goal of this study was to determine what factors influence teachers in their use of discussion in the social studies classroom. I interviewed two middle school teachers and made classroom observations over a three month period. These teachers believed discussion was an important process for students to gain critical thinking and citizenship skills. These teachers believed they were conducting discussions but in fact were often conducting what Nystrand et al. (2003) termed recitation, in which students respond to questions and the teacher validates the response. The disconnect between belief and practice may be the result of a combination factors, including a lack of teacher facilitation skills, the timing of the research, and the tensions caused by the state curriculum standards.
Ph. D.

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Almalhy, Khalid Mutlaq. "THE IMPACT OF ADDING LIVE VIRTUAL CLASSROOM DISCUSSION TO ASYNCHRONOUS ONLINE DISCUSSION IN A BLENDED INFORMATION AND COMMUNICATION TECHNOLOGY COURSE." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1271.

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Asynchronous discussion board (ADB) is considered to be a key online learning component. Although ADB has become an important teaching method in higher education for blended courses, the literature shows low levels of both the quality and quantity of learner interaction in the discussion boards of Saudi blended learning courses. The purpose of the current study was to explore the effects of different blended learning discussion formats on the motivation level of learners, the quality of ADB posts, and the quantity of ADB posts in a blended information and communication technology (ICT) course. The mode of online instruction was the independent variable with two levels: ADB-alone and blended online instruction that combined live virtual classroom (LVC) and ADB (ADB+LVC). The study took the form of a quasi-experimental design and a total sample of 42 students was involved. Learner motivation levels were measured using Keller’s Course Interest Survey (CIS). The ADB quantity was defined as the number of posts by one student in one discussion forum divided by the number of participants in that forum. The ADB quality was measured using a comprehensive rubric. This study found no statistically significant differences in motivation level and quantity of ADB posts between the ADB-alone group and ADB+LVC group. This study did find a significant difference in ADB quality scores between the two groups. The study contributed to improving Saudi higher education’s online practices by exploring ways to improve interactions amongst students and their peers as well as their instructors in online or blended courses.

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Chow, K. M., and 鄒潔薇. "Investigating the use of electronic discussion forum in a Hong Kong language classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29665048.

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Sikka, Denzil. "NORA : no one revises alone : classroom web application facilitating peer feedback & discussion." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91869.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February 2014.
Cataloged from PDF version of thesis. "December 2013."
Includes bibliographical references (pages 47-49).
Peer-to-peer interactions, either through discussion forums or the peer review process, provide students with essential articulation skills as they reflect and respond to the ideas of others. Unfortunately, many students lack confidence in the value of their thoughts and feedback, or students experience difficulty maintaining interest in a peer's thoughts/ideas, which results in a lack of motivation to participate or in comments that are overly superficial, flattering, or brief. The interactive application NORA emphasizes that no one reviews alone by allowing the users to write comments and then combine, like, and rearrange them on a large canvas as they analyze a piece of work, examine a topic, or provide feedback. Thus, NORA facilitates the peer review and discussion process, addressing the challenges faced by students. NORA's visual-oriented interface novel in how it presents content to the students in smaller pieces, allows several threads of comments to be seen at the same time, and provides for easy interaction between users as they write or combine comments, guiding them through specific learning goals chosen by the instructor. Targeted at college students, the application was tested in two different classes, Rhetoric and Communication and Spanish /, with different classroom activities that are typically done orally with extensive class discussion. In both classes, students analyzed the subject matter and reviewed the medium as they responded to the comments of each other and the guidelines provided by the professor. The peer-to-peer interaction allowed users to build upon each other's comments, and promoted accurate, thorough, and relevant feedback in an engaging manner. NORA was seen to encourage more interaction, draw out quieter and shyer students, and boost the number of thoughtful, analytical responses.
by Denzil Sikka.
M. Eng.

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Schneider, Molly B. "Naming the Author: Incorporating Theory into Classroom Practice." Miami University Honors Theses / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1177680826.

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Van, Zoest Laura R. Swafford Jane. "The impact of small-group discussion on preservice secondary mathematics teachers' classroom observations and reflections." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510433.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 31, 2006. Dissertation Committee: Jane O. Swafford (chair), Roger Day, John A. Dossey, Patricia H. Klass. Includes bibliographical references (leaves 111-117) and abstract. Also available in print.

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Gustafsson, Patrik. "Frameworks for task design and technology integration in the mathematics classroom." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-33361.

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In recent years many teachers and students have begun having good access to digital technology in their classrooms, and in the context of Sweden the majority of secondary schools are known as one-to-one schools, with students having their own computer or tablet. However, the mere presence of technology in the classroom is not a guarantee for improved teaching and learning. In fact, there is a challenge involved with integrating technology in the classroom and many teachers need support. Therefore, the aim of this thesis is to contribute to the knowledge about support for teachers integrating digital technology, especially a classroom response system (CRS), in the mathematics classroom. This is done by focusing on frameworks for CRS task design and technology integration. The thesis consists of two papers and a kappa. Both papers use data from a design research project including interventions in two cases. Paper I focuses on the development of design principles and task types for CRS tasks in a multiple-choice format aiming to engineer mathematical classroom discussions. The study generated three design principles, six task types, and 31 empirically evaluated tasks. The empirical evaluation shows that teachers consider the evaluated CRS tasks useful for engineering mathematical classroom discussions. Paper II focuses on exploring the potential of Ruthven’s (2009) SFCP framework as tool for analyzing empirical data in order to conceptualize and analyze teachers’ reasoning about critical aspects of technology integration in the mathematics classroom. The results show that the SFCP framework can be useful for capturing teachers’ reasoning about critical aspects of technology integration, but also that the framework does not capture teachers’ reasoning about students’ attitudes and behaviors. Therefore, the framework would benefit from taking into consideration students’ attitudes and behaviors, as these features are a challenge teachers need to deal with when integrating technology in the classroom. This thesis kappa, building on earlier research as well as the results and methods of its own papers, ends with an elaborated discussion on the challenges and support for teachers wanting to integrate CRS in their mathematics classroom.
Lärare och elever har idag god tillgång till digital teknik i klassrummen. I Sverige är numera majoriteten av högstadie- och gymnasieskolorna en-till-en skolor där alla elever har en egen dator eller surfplatta. Blotta närvaron av digital teknik i klassrummen är inte en garanti för förbättrad undervisning och ökat lärande. I själva verket så är det en utmaning att integrera digital teknik i klassrummet och många lärare behöver stöd för att lyckas med detta. Syftet med den här uppsatsen är att bidra till kunskap om stöd för lärare som integrerar digitala verktyg i matematikklassrummet. Detta görs dels genom att fokusera på ramverk för att konstruera matematikuppgifter till digitala responssystem och dels genom att undersöka ett ramverk för teknikintegrering i undervisningen. Uppsatsen består av två artiklar och en kappa. Båda artiklarna använder data från ett designforskningsprojekt bestående av interventioner i två separat fall. Artikel I fokuserar på utvecklingen av designprinciper och uppgiftstyper för flervalsuppgifter till digitala responssystem. Uppgifterna syftar till att initiera och fördjupa matematiska diskussioner i klassrummet. Studien genererade tre designprinciper, sex uppgiftstyper och 31 empiriskt utvärderade flervalsuppgifter som kan användas för att välja, värdera och konstruera uppgifter till responssystem. Den empiriska utvärderingen visar att lärarna anser att de testade uppgifterna och uppgiftstyperna är användbara för att initiera matematiska klassrumsdiskussioner. Artikel II fokuserar på att undersöka potentialen av Ruthvens (2009) ramverk ”Structuring Features of Classroom Practice” (SFCP), som ett analytiskt verktyg för att begreppsliggöra och analysera lärares resonemang om kritiska aspekter vid teknikintegrering i matematikklassrummet. Resultatet visar att ramverket är användbart för att fånga lärares resonemang om kritiska aspekter vid teknikintegrering i undervisningen, men också att ramverket inte fångade lärares resonemang om elevers attityder och uppförande. Studien föreslår att ramverket kan utvecklas och förbättras genom att även ta hänsyn till elevernas attityder och uppförande, eftersom detta är kritiska aspekter som lärare behöver hantera när de integrerar teknik i klassrummet. Med utgångspunkt från tidigare forskning och resultaten i artiklarna avslutas uppsatsens kappa med en utvecklad diskussion om utmaningar och stöd för lärare som integrerar digitala responssystem i matematikklassrummet.

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Cucinotta, Tom. "See/think/share : an online classroom video forum /." Related website, 2008. http://www.seethinkshare.org.

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Maziani, Anastasia. "Classroom Discourse and Aspects of Conversation Analysis : A qualitative study on student-to-student interaction during group discussion in EFL classrooms." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45089.

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This study aimed to analyse organised interaction and assigned discussions occurring between students in EFL classrooms. It was conducted in order to identify the value-added in terms of learning by using discussion groups. Secondly, this study aimed to analyse how the contribution of models and approaches from pragmatics and discourse analysis can explain what is occurring during such conversations. Lastly, the structural and linguistic similarities and differences between teacher-to-student and student-to-student talk were also discussed. These questions were answered by examining four groups enrolled in English 6 in an upper secondary school located in the south part of Sweden. The qualitative data was collected through recordings from the students' discussions when they participated in a group speaking task as a part of the module of surveillance. The analysis of the data was conducted with the help of some of the aspects of conversation analysis. The results showed that not all of the participants in the group discussions sufficiently benefitted from the speaking task since, in most of the group, the need for the teacher's support was crucial in order for the students to use the target language and develop their speaking skills. In terms of the Speech Act Theory, the illocutionary acts identified in the conversations between students were that of the directive and assertive illocutionary acts used to pass the speaking turn to the other participants or to demonstrate agreement with the views of the previous turn. The conversational exchange was initiated by an opening framing move, followed by a response, but lacked follow-up moves in the form of feedback. Finally, there were some similarities and differences between teacher-to-student and student-to-student talk. The results showed that even if some of the students appeared to adapt to the role of the facilitator, they were not able to do so due to lack of knowledge to sufficiently support all the participants in order to be more active during the conversations and use the target language during the speaking task.

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Hait, Nancy Alexandra. "Learning to do Shared Inquiry in a Fourth Grade Classroom." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2418.

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Thesis advisor: Curt Dudley-Marling
This qualitative dissertation, informed by sociocultural theory (Gee, 1996; Vygotsky, 1978), examines how a fourth grade teacher and his students learned to participate in Shared Inquiry, a discussion practice where students learn how to build an evidential argument, including a claim that is supported by evidence and justified by a warrant (Toulmin, 1969). Students also learn how to weigh the merits of opposing arguments and how to modify their initial opinions as evidence demands. Over the course of ten weeks, the fourth grade teacher implemented Shared Inquiry as part of the Junior Great Books (JGB) program, offered as a supplement to a district mandated reading program. The teacher was observed while using the JGB program and while providing instruction through the mandated reading program. He participated in action research (Stringer, 2007) to examine how to make Shared Inquiry most successful. This dissertation describes how the teacher's action research enabled his students to become successful with Shared Inquiry, after they initially struggled with the practice. Over time, they learned a new way of engaging, not only with literature, but also with fellow classmates. This dissertation also describes how the fourth grade students learned a different set of literacy practices through the mandated reading program. The argument is made that Shared Inquiry has the potential to be a far more substantively engaging (Nystrand, 2006; Nystrand & Gamoran, 1991, 1997) literacy practice compared to the mandated reading program
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Schellhase, Denise. "Exploring citizenship education: how identities are negotiated and critical thought developed through classroom discussion." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110530.

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When the public school curriculum of the Province of Québec was given a complete overhaul over a decade ago, the Grade Ten Canadian history course acquired the new name of "History and Citizenship Education." Teachers were expected to teach the course through a set of competencies, one of which was "citizenship education." To this end, my thesis examines how citizenship education can be defined as well as how citizenship can be developed in adolescents through the skilful use of class discussions. Thus, my research question is: what role, if any, can classroom discussions play in the development of citizenship? In particular, I focus on the relationship between citizenship, identity and critical thought. The methodology that I used to explore the research question was a combination of ethnography, discourse analysis, and action research and my research site was my own history classroom. From September 2010 to May 2011, I engaged in a longitudinal study of two of my history classes. I audio recorded three large group discussions (per class) on the following curricular topics: The Oka Crisis, Reasonable Accommodation, and Economic Globalization. Following a pattern similar to our group discussions, I also engaged my students in discussion de-brief sessions. Using the ideas of figured worlds and third space, I explore how class discussions can be important sites for citizenship development. I examined the discussion transcripts for evidence of how students co-constructed figured worlds using texts from in class and out of school, and I also looked for instances of critical thought in relation to citizenship. This study showed that, by providing students with opportunities to situate themselves in new ways in the social world, class discussions can serve as third spaces for citizenship development and identity construction. However, engagement of students in critical thought around their positioning during class discussions required specific efforts aimed at this type of reflection, illustrating the durability of some texts and positions, even when students were able to construct alternative figured worlds.
Lorsque le programme de l'école publique de la Province de Québec a subi une refonte complète, il y a plus de dix ans, le cours d'histoire du Canada et Québec du 4e secondaire a acquis le nouveau nom de « Histoire et éducation à la citoyenneté ». Les enseignants se devaient d'enseigner ce cours à travers un ensemble de compétences, dont l'éducation à la citoyenneté. À cette fin, ma thèse examine comment l'éducation de la citoyenneté peut être définie ainsi que la façon dont la citoyenneté peut être développée chez les adolescents par le biais de discussions en classe. Ma question de recherche est donc : quel rôle, s'il y a lieu, peuvent avoir les discussions en classe dans le développement de la Citoyenneté ? En particulier, je me concentre sur la relation entre la citoyenneté, d'identité et de pensée critique.La méthodologie que j'ai utilisé pour étudier la question de recherche est une combinaison de l'ethnographie, l'analyse du discours et la recherche-action et mon lieu de recherche a été ma propre classe d'histoire. De septembre 2010 à mai 2011, j'ai effectué une étude longitudinale sur deux de mes groupes d'histoire. J'ai enregistré trois grands groupes de discussion (par classe) sur les sujets pédagogiques suivants: la crise d'Oka, l'accommodement raisonnable et la mondialisation économique. Suivant ce même modèle, les étudiants ont participé ensuite à des séances où ils discutaient de l'expérience qu'ils venaient de vivre. En utilisant les concepts de « figured worlds » et « third space », j'ai étudié comment les discussions peuvent être bénéfiques pour l'émergence de la notion de citoyenneté. J'ai examiné les transcriptions de ces discussions à la recherche de preuves afin de voir comment mes élèves avaient co-construit les « figured worlds » en utilisant des textes à partir en classes et hors de l'école. Par ailleurs, j'ai aussi cherché à trouver des exemples qui démontraient que mes élèves faisaient preuve de pensée critique. Suite à ces analyses, je conclus qu' ainsi en donnant aux élèves l'opportunité de se situer en société par de nouveaux moyens, les discussions en classe peut servir comme « third spaces » qui permet aux élèves de bâtir leur identité et de développer leur pensée critique. Toutefois, l'engagement des étudiants dans la pensée critique autour de leur positionnement social au cours des discussions en classe exige des efforts spécifiques visant à ce type de réflexion. Cela démontre la durabilité de certains textes et les positions sociales, même lorsque les élèves étaient capables de construire d'autres « figured worlds ».

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Becher, David. "Examining student discussion forum participation| A critical analysis of interaction in a fully online classroom." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721012.

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Student participation in online classroom discussion fora is becoming an increasingly important subject to examine and analyze because of the potential implications participation can have on student performance and persistence. The objective of this study was to determine if a student’s participation level in online course discussion fora at a fully online institution serving more than 110,000 students was, associated with the grade earned in the course and the likelihood that the student would reenroll for additional courses within a three-month time frame. An analysis also was performed on data collected from a survey administered to a sample of students; the survey asked for their perceptions of their own participation as it related to the online courses they recently completed. This study was unique compared to other studies addressing student participation in the online classroom because the sample of data analyzed consisted of more than 91,000 unique students, 433 unique courses, more than 16,000 course sections, and more than seven million discussion forum posts consisting of more than 1.2 billion words. However, the results of this study were not unique and mirrored other studies’ results in that, students who had higher participation rates in the classroom, as measured by the size and number of discussion forum posts, tended to earn higher grades and enroll in additional courses. Results from the survey showed that students more strongly agreed that they participated in the discussion fora on a regular basis than spending time doing things such as helping other students or having fun in other classroom conversations.

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Lack, Brian S. "Student Participation in Mathematics Discourse in a Standards-based Middle Grades Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/11.

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The vision of K-12 standards-based mathematics reform embraces a greater emphasis on students’ ability to communicate their understandings of mathematics by utilizing adaptive reasoning (i.e., reflection, explanation, and justification of thinking) through mathematics discourse. However, recent studies suggest that many students lack the socio-cognitive capacity needed to succeed in learner-centered, discussion-intensive mathematics classrooms. A multiple case study design was used to examine the nature of participation in mathematics discourse among two low- and two high-performing sixth grade female students while solving rational number tasks in a standards-based classroom. Data collected through classroom observations, student interviews, and student work samples were analyzed via a multiple-cycle coding process that yielded several important within-case and cross-case findings. Within-case analyses revealed that (a) students’ access to participation was mediated by the degree of space they were afforded and how they attempted to utilize that space, as well as the meaning they were able to construct through providing and listening to explanations; and (b) participation was greatly influenced by peer interactional tendencies that either promoted or impeded productive contributions, as well as teacher interactions that helped to offset some of the problems related to unequal access to participation. Cross-case findings suggested that (a) students’ willingness to contribute to task discussions was related to their goal orientations as well as the degree of social risk perceived with providing incorrect solutions before their peers; and (b) differences between the kinds of peer and teacher interactions that low- and high-performers engaged in were directly related to the types of challenges they faced during discussion of these tasks. An important implication of this study’s findings is that the provision of space and meaning for students to participate equitably in rich mathematics discourse depends greatly on teacher interaction, especially in small-group instructional settings where unequal peer status often leads to unequal peer interactions. Research and practice should continue to focus on addressing ways in which students can learn how to help provide adequate space and meaning in small-group mathematics discussion contexts so that all students involved are allowed access to an optimally rich learning experience.

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McGuinness, Andrea Lynn. "Online Discussion Boards Foster Critical Views In Students' Research Writing." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311267109.

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Elias, Martille R. "The nature of talk in a kindergarten classroom examining read aloud, guided reading, and literature discussion /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4330.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 5, 2007) Vita. Includes bibliographical references.

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Diazibarra, Dulce M. "Measuring student attitudes towards philosophical chairs versus traditional discussion to promote argumentation in the science classroom." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140468.

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Middle school students were introduced to the concept of scientific argumentation through the use of a pre and post performance task. Students were required to answer a question based on data provided and be able to justify their reason with evidence. This study compared two different forms of discussion, philosophical chairs and traditional discussion, in order to identify what type of discussion was beneficial to students to communicate a written argument. This study investigated two research questions, first if the type of discussion affects students’ ability to write a logical argument and whether the use of philosophical chairs affect student attitudes compared to traditional discussion. Statistical findings show that there is no difference between the group when it comes to the format of discussion. Both types of discussions help students communicate a logical written argument. However, the type of discussion does affect students’ attitudes and willingness to participate.

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Suffel, Brent D. "Determining the Benefits of Implementing Literature Circles into a Secondary Language Arts Classroom." Defiance College / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=def1281705400.

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Bernard, Rachel Marie. "Teacher Response to Instances of Student Thinking During Whole Class Discussion." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6489.

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While the use of student thinking to help build mathematical understandings in a classroom has been emphasized in best teaching practices, teachers still struggle with this practice and research still lacks a full understanding of how such learning can and should occur. To help understand this complex practice, I analyzed every instance of student thinking and every teacher response to that thinking during a high school geometry teacher's whole class discussion and used these codes as evidence of alignment or misalignment with principles of effective use of student mathematical thinking. I explored the teacher's practice both in small and large grains by considering each of her responses to student thinking, and then considered the larger practice through multiple teacher responses unified under a single topic or theme in the class discussion. From these codes, I moved to an even larger grain to consider how the teacher's practice in general aligned with the principles. These combined coding schemes proved effective in providing a lens to both view and make sense of the complex practice of teachers responding to student thinking. I found that when responding to student thinking the teacher tended to not allow student thinking to be at the forefront of classroom discussion because of misinterpretation of the student thinking or only using the student thinking in a local sense to help advance the discussion as framed by the teacher's thinking. The results showed that allowing student thinking to be at the forefront of classroom discussion is one way to position students as legitimate mathematical thinkers, though this position can be weakened if the teacher makes a move to correct inaccurate or incorrect student thinking. Furthermore, when teachers respond to student thinking students are only able to be involved in sense making if the teacher turns the ideas back to the students in such a way that positions them to make sense of the mathematics. Finally, in order to allow students to collaborate a teacher must turn the mathematics to the students with time and space for them to meaningfully discuss the mathematics. I conclude that the teacher's practice that I analyzed is somewhat aligned with honoring student mathematical thinking and allowing student thinking to be at the forefront of class discussion. On the other hand, the teacher's practice was strongly misaligned with collaboration and sense making. In this teacher's class, then, students were rarely engaged in sense making or collaborating in their mathematical work.

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Young, Jeffrey Stephen. "Orchestrating Mathematical Discussions: A Novice Teacher's Implementation of Five Practices to Develop Discourse Orchestration in a Sixth-Grade Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5607.

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This action research study examined my attempts during a six-lesson unit of instruction to implement five practices developed by Stein, Engle, Smith, and Hughes (2008) to assist novice teachers in orchestrating meaningful mathematical discussions, a component of inquiry-based teaching and learning. These practices are anticipating student responses to a mathematical task, monitoring student responses while they engage with the task, planning which of those responses will be shared, planning the sequence of that sharing, and helping students make connections among student responses. Although my initial anticipations of student responses were broad and resulted in unclear expectations during lesson planning, I observed an improvement in my ability to anticipate student responses during the unit. Additionally, I observed a high-level of interaction between my students and me while monitoring their responses but these interactions were generally characterized by low-levels of mathematical thinking. The actual sharing of student responses that I orchestrated during discussions, and the sequencing of that sharing, generally matched my plans although unanticipated responses were also shared. There was a significant amount of student interaction during the discussions characterized by high-levels of thinking, including making connections among student responses. I hypothesize that task quality was a key factor in my ability to implement the five practices and therefore recommend implementing the five practices be accompanied by training in task selection and creation.

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Tsai, Hsiao-Feng. "Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners’ Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045818.

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Encarnacion, Marisol. "Does the use of clickers while incorporating small groups discussion increase student learning in the chemistry classroom." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591596.

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A study was conducted at an urban Title I high school in Southern California to explore the effects of clickers on student learning in a chemistry classroom. The study used a teaching strategy that placed students into groups of four to give them the opportunity to participate in active learning. While participating in active learning, the teacher used a 4–5 item multiple-choice assessment that utilized the question-cycle approach which required students to discuss the question, review and revisit the content before entering responses into individual clickers. Quantitative data was analyzed via an ANCOVA. Results suggest that there is not a relationship between students learning and the use of clickers, per end of unit test. However, when looking at a subgroup of lower performing students (those who had not yet passed the high school exit exam), results suggest that students in the treatment group who used clickers in the question-cycle strategy scored significantly higher on the end of unit test.

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Kearney, Matthew D. "Classroom use of multimedia-supported predict-observe-explain tasks to elicit and promote discussion about students' physics conceptions." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12629.

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This study investigates two secondary science classes using an interactive multimedia program that was designed for use in small groups to elicit and promote discussion of students pre-instructional conceptions of motion. The software was designed and constructed by the author and incorporated sixteen digital video clips, primarily focussing on projectile motion, showing difficult, expensive, time-consuming or dangerous demonstrations of mostly real-life, out-of-classroom scenarios. The program used predict-observe-explain (POE) strategy to structure the students' engagement with each scenario-the clips acting as stimuli for the sixteen POE tasks. This strategy involves students predicting the outcome of a demonstration and discussing the reasons for their prediction, observing the demonstration and finally explaining any discrepancies between their prediction and observation (White & Gunstone, 1992). The choice and sequence of the video clips, as well as the multiple-choice options available to students in the prediction phase of each task, were informed by alternative conception research and the history of science literature.This interpretive study uses constructivism as a theoretical perspective to explore three main issues relating to the use of the multimedia-supported POE tasks: firstly, the students' learning conversations during their use of the POE tasks; secondly, the use of the program as an instrument to probe students' science conceptions; and thirdly,' the affordances and constraints of the computer-mediated environment for the POE strategy. Students worked in pairs and were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. In addition, the students were required to make pencil and paper drawings during some tasks. Other data sources for this mainly qualitative study included audio and ++
video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires.Findings suggested that students participated in meaningful small group discussions at the computer and the program acted as an efficient and convenient teaching instrument to elicit and record their conceptions of motion. Indeed, the multimedia nature of the program offered fresh and exciting opportunities that mark a new development in the use of the predict-observe-explain strategy in science education. The findings have implications for authentic technology-mediated learning in science classrooms.

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Kearney, Matthew Denis. "Classroom use of multimedia-supported predict-observe-explain tasks to elicit and promote discussion about students' physics conceptions /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20030513.141125.

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Meyer, Kevin R. "Student Classroom Engagement: Rethinking Participation Grades and Student Silence." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242164691.

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Pavlika, Vasos. "A Discussion of different teaching strategies adopted during a Statistics tutorial." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-88200.

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In this discusses four different approaches used during a statistics tutorial of a group of first year undergraduates studying computer science related degrees at the University of Westminster UK. The four approaches were each implemented in an attempt to keep the students interested in the statistics topics delivered. It was found that “Chalk and Talk” (i.e. board work) was not the best form of imparting knowledge to the students of the group as determined by student analysing feedback forms and generally observing student behaviour and listening to student comments over a number of years delivering statistics topics. The duration of each tutorial was two hours. The teaching strategies adopted were: a) A class quiz. b) Group explanation of material to members of the individual’s group. c) Group explanation of material to members of the entire class. d) Students teaching at the front of the class. Each of the methods will now be discussed with the relative merits and defects included for a comparison. It was found that each method worked better at the end of each module when the students were more familiar with the topics introduced on the module.

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Larsson, Maria. "Orchestrating mathematical whole-class discussions in the problem-solving classroom : Theorizing challenges and support for teachers." Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-29409.

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Promising teaching approaches for developing students’ mathematical competencies include the approach of teaching mathematics through problem solving. Orchestrating a whole-class discussion of students’ ideas is an important aspect of teaching through problem solving. There is a wide consensus within the field that it is very challenging for the teacher to conduct class discussions that both build on student ideas and highlight key mathematical ideas and relationships. Further, fostering argumentation in the class, which is important for students’ participation, is also a grand challenge. Teachers need support in these challenges. The aim of the thesis is to characterize challenges and support for mathematics teachers in orchestrating productive problem-solving whole-class discussions that focus on both mathematical connection-making and argumentation. In particular, it is investigated how Stein et al.’s (2008) model with five practices – anticipating, monitoring, selecting, sequencing and connecting student solutions – can support teachers to handle the challenges and what constitutes the limitations of the research-based and widely-used model. This thesis builds on six papers. The papers are based on three intervention studies and on one study of a mathematics teacher proficient in conducting problem-solving class discussions. Video recordings of observed whole-class discussions as well as audio-recorded teacher interviews and teacher meetings constitute the data that are analyzed. It is concluded in the thesis that the five practices model supports teachers’ preparation before the lesson by the practice of anticipating. However, making detailed anticipations, which is shown to be both challenging and important to foster argumentation in the class, is not explicitly supported by the model. Further, the practice of monitoring supports teachers in using the variety of student solutions to highlight key mathematical ideas and connections. Challenging aspects not supported by the monitoring practice are, however, how to interact with students during their exploration to actually get a variety of different solutions as a basis for argumentation. The challenge of selecting and sequencing student solutions is supported for the purpose of connection-making, but not for the purpose of argumentation. Making mathematical connections can be facilitated by the last practice of connecting, with the help of the previous practices. However, support for distinguishing between different kinds of connections is lacking, as well as support for creating an argumentative classroom culture. Since it is a great challenge to promote argumentation among students, support is needed for this throughout the model. Lastly, despite the importance and challenge of launching a problem productively, it is not supported by the model. Based on the conclusions on challenges and support, developments to the five practices model are suggested. The thesis contributes to research on the theoretical development of tools that support teachers in the challenges of orchestrating productive problem-solving whole-class discussions.

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Horton, Zachary R. "Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7516.

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This study investigated teacher questioning practices and rationales in released-time seminary classes for The Church of Jesus Christ of Latter-day Saints (the Church of Jesus Christ or the Church). Seminary teachers focus their questions on helping students learn course principles, value those principles, and apply them to their lives by discussing potential actions that can be taken by students outside of class. The purpose of this study was to observe and interview teachers relative to their questions and questioning practices in class and the reasoning and rational they explain underlying those practices. The resultant findings indicate the specific questioning principles and practices participants used to target cognitive, affective, and social/behavioral outcomes. Further, the analysis of the data yielded a descriptive model of multidimensional questioning that both describes and depicts teacher questioning in seminary and informs future instructional practice, training, and research of teacher questioning

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González-Robles, Aura E. "Creating Spaces for Critical Literacy within a Puerto Rican Elementary Classroom: An Ideological Model of Literature Discussions." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/225891.

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This study, conducted in a third-grade classroom in Puerto Rico, analyzed the development of literature discussions, in which through dialogues with the teacher and each other, students learn how to discuss, analyze, and reflect upon what they are reading in class, and relate what they learn to their own circumstances. A combination of three theoretical perspectives served as guide: Reader Response Theory (RRT), which addresses how the dialogue featured in literature discussions helped develop understandings about how power, ideology and identity are interwoven in society; Postcolonial Theory (PT) and Critical Race Theory (CRT), which addresses the dynamics and relations of power in neo-colonial contexts, such as Puerto Rico. The research questions were as follows:1. How do literature discussion and critical literacy practices influence students' understandings of social issues? a) How do these discussions about social issues influence students' understandings of Puerto Rican society and identity? b) How do these discussions influence students' understandings of how political relations constitute Puerto Rican reality? c) How do students take action based on their developing understandings of society? I relied on ethnographic methods, such as participant-observation, interviews, and videotapes of literature discussions, to document how the students, with the help of their teacher, develop discourse practices that allow them to reflect, analyze and discuss their readings, and then plan and take social action on the issues they have studied. I used Critical Discourse Analysis (CDA) as a central strategy of analysis, identifying three major categories that formed part of a broader Identity Theme: Personal, Gender, and Social. A significant aspect of the study is that literature discussions of books based on social issues provide multiple opportunities to reflect, create dialogue, and build understanding about who we are in our current society, who the others are, and provide spaces to develop as social agents. This production of spaces for reflecting on reality, central to this study, fosters in the students a deep process of constructing meaning, elaborates their skills and strategies in reading for a critical understanding of texts and related social issues, and enhances their taking of action for social change.

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Malherbe, Neil. "A critical analysis of the importance of oracy in the classroom, with particular reference to secondary schools in the Cape Education Department." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003355.

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In the past thirty years, oracy has received prominence as a means to enhance teaching styles and assist with learning. Much of what has been written in this field has been by those interested in a 'language across the curriculum' approach, such as Barnes (1969) who developed the terms 'exploratory talk' and 'final draft talk'. The linguist, M.A.K. Halliday {1989} and others have suggested that the teacher's approach should be to encourage what he terms 'heuristic talk' i.e. relatively unstructured exploratory language used by the pupils in talking towards an understanding of a concept. It is more evident in certain school subjects that pupils may have difficulty in understanding abstract or complex concepts. In this regard, English, mathematics and physical science were selected for the purpose of this study, as each has its own metalanguage, specific to that subject. It is presumed that some pupils may find difficulty in these subjects because of the subject-specific language inherent in each. This work explores whether a programme of increased oracy alleviates some of these problems and it makes recommendations for the implementation of such a programme. The period involved for the purpose of this study was five weeks, during which teachers of three selected classes presented lessons in such a way that oral work was stressed. At the completion of this programme, a test was written for comparison with past experiences. Pupils answered a comprehensive questionnaire and staff involved were interviewed; the results of this feedback, in conjunction with what has been written by others in this field, forms the basis for this work. The primary recommendation emerging from this and other studies is that a shift away from a teacher-/ and textbook-dominated approach is necessary. Pupils need to contextualise knowledge in their own terms. One important way of accomplishing this is by affording them theopportunity to interact orally with each other and with the teacher.

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Ngo, Sarah Marie. "Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2528.

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Thesis advisor: Curt Dudley-Marling
Federal legislation now requires that all children participate in large-scale, statewide assessments in English in an effort to increase accountability and bolster student achievement (Abedi, Hofstetter, & Lord, 2004; Hass, 2002). Students labeled as "English language learners" (ELLs) consistently score dramatically lower on English language and literacy assessments than their native speaking peers (Au & Raphael, 2000; National Center for Educational Statistics, 2011). Additionally, most mainstream teachers are not adequately prepared to meet the linguistic challenges that ELLs face in classroom settings (Lucas & Villegas, 2011). Reading aloud to bilingual students, specifically using components of a shared reading model (Holdaway, 1979), potentially provides an avenue for meaningful language and literacy development. While a corpus of research exists about reading aloud with English-speaking students, there has been limited research on its use with bilingual students in classroom settings. Drawing on a sociocultural theoretical framework (Gee, 1996; Vygotsky, 1978), the Output Hypothesis of second language acquisition (Swain, 1985), ethnographic perspectives (Heath & Street, 2008), action research (Stringer, 1999) and discourse analysis (Bloome et al., 2008), this qualitative study examined the practice of four pre-service elementary teachers reading aloud English texts (fiction, expository, and poetry) to small groups of bilingual students across four grade levels. The research was conducted to study pre-service teachers' language and literacy teaching practices and pre-service teacher-bilingual student interaction patterns in read aloud contexts to better understand their potential for bilingual student language and literacy learning. Additionally, the study provided beginning teachers with professional development geared towards helping pre-service teachers to meet the unique language and literacy needs of bilingual students. It was found that pre-service teachers consistently strived to develop students' word knowledge and support text comprehension. In doing so, teachers utilized a variety of teaching practices and linguistic patterns of interaction during read alouds which varied across teachers. The argument is made that these various teacher moves and discourse patterns led to qualitatively different types of interactions and affordances for bilingual student learning. Implications for mainstream classroom teachers and teacher education programs are provided
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Wood, Kye Brennan. "THE IMPORTANCE OF FEEDBACK IN THE BLENDED CLASSROOM: A STUDY OF GROUP DISCUSSIONS." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250270862.

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Sarah, N., and Alissa A. Lange. "The Influence of Children's Gender on Preschool Teachers' Math Talk in the Classroom." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4185.

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Fransson, Sophia. "Using Selected Novels of Harry Potter as a Tool for Discussion in the English as a Foreign Language Classroom with Postcolonial and Marxist Perspectives." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29560.

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The Harry Potter novels written by J.K Rowling have been popular since the first book was released in 1997. Rowling has written seven books about Harry and the first four together with the Swedish National Agency for Education constitute the primary sources of this essay. The essay discusses how these supposed children’s’ novels can be used to construct a lesson for students in the Swedish upper secondary classroom. The lesson plan created is based on the analysis of the possible themes of the novels using Postcolonial and Marxist critical perspectives. The theories are used to show how discrimination and suppression can be seen in the Harry Potter novels. Previous research has shown that the occurrences in Harry Potter is similar to the occurrences happening in the real world and the lesson plan is created to compare these fictional happenings with the ones happening in our real society. The lesson plan constructed consequently focuses on how the Harry Potter novels can be used to discuss discrimination and suppression takes place in English speaking societies as required by the rules and guidelines provided by the Swedish National Agency for Education.

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El, Daba Ahmed. "Using A Thousand Splendid Suns and Remember The Titans for a discussion of gender equality and racism in an ESL classroom." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-28008.

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Suydam, Theresa L. "A comprehensive literature review and discussion of recommended teaching practices for use in a multicultural training program or educational classroom environment." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008suydamt.pdf.

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Ström, Ida. "Vad har vi läst? : Tre svensklärare om sin syn på litteratursamtal som ett didaktiskt redskap." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65426.

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The aim of the present study is to investigate how three Swedish teachers view literary discussion as a tool for teaching and learning. A socio-cultural perspective with Vygotsky’s zone of proximal development and Dysthe’s dialogic/monologic classroom serves as the theoretical point of departure. The study is based on qualitative semistructured interviews with three Swedish teachers, all working in upper secondary school. An interview guide was established on the basis of previous research in the field of literary discussion. The interviews showed that the teachers had a positive view of conversations and discussions as a tool for teaching and learning, since they see good progression in the pupils’ reading comprehension, their conception of literature, and analytical ability. Literary discussions are chiefly appreciated as a tool that comes into its own as a method in teaching an aspect of a subject and as preparation for a written examination. Another finding is that the teachers’ positive outlook on literary discussion includes a view of teachers as being active and present when help and support should be close at hand for the pupils.

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Åhman, Sebastian, and Jonny Nguyen. "Students' Perception on Using Student Response Systems in Flipped Classroom in Higher Education : A Case Study at Linnaeus University in south of Sweden." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-98173.

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The technological improvements and a generation with increased interest in using technology to aid in their learning. Cause a need for a change in the educational approaches or already established methodologies. The modern educational approach hints a move from the traditional passive learning approach, where the students are passive listeners, into an active learning approach, where the students access the information beforehand. Therefore, classroom time is used to elaborate on complex subjects through an active discussion during the lectures. Student Response Systems (SRS) aims to integrate technological tools with the educational environment, thereby improving the students' participation and engagement. The purpose of this thesis is to study the factors influencing the students' engagement when using SRS in a flipped classroom environment. Furthermore, to what extend can the SRS facilitate the students' active participation in the discussion within an educational context. The research is performed at Linnaeus University in a course at a Master level course. A pre-study was conducted, consisting of observing the course later to form the interview question from the acquired knowledge. Afterward, interviews were conducted with 7 of the participating students. The results of the study might provide additional knowledge for the teachers to decide upon an approach to implement the use of SRS with the flipped classroom approach.

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Bernel, Rene Teruko. "A Study of the Effectiveness of Selected Instructional Strategies from the Marzano Causal Teacher Evaluation Model in a Third Grade Classroom at an Online Charter School." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1340994433.

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Hartog, Martin Dirk. "Methods courses and field experiences influences on preservice secondary mathematics teachers' beliefs about their role in mathematics classroom discussion : four case studies /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861796820845.

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Nordgren, Johannes. "An Alien discussion : Using the film Alien to highlight and discuss sexual violence and gender roles in the Swedish upper secondary EFL classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101923.

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The essay attempts to analys the film Alien directed by Ridley Scott and released in 1979 to see if the film’s themes and iconography can be interpretedas metaphors forsexual violence and gender norms. investigates if the film can be used in a Swedish upper secondary EFL classroom as a basis for discussing the societal problems of sexual violence and oppressive gender norms. Methods for film analysis by Barker and Austin is applied along with the gender theories of Moi and Connell among others.

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Dissertations / Theses on the topic 'Classroom discussion'

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