“Scaling Down” to Explore the Role of Talk in Learning: From District Intervention to Controlled Classroom Study
Many people hold strong intuitions thatdiscussionin classrooms, discussion that includes students and teacher, has powerful effects on student learning. Classroom discussion and talk-based pedagogies have intrigued education researchers for many years (Nystrand, Gamoran, Kachur, & Prendergast, 1...
Gespeichert in:
Hauptverfasser: | , , |
---|---|
Format: | Buchkapitel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
Zusammenfassung: | Many people hold strong intuitions thatdiscussionin classrooms, discussion that includes students and teacher, has powerful effects on student learning. Classroom discussion and talk-based pedagogies have intrigued education researchers for many years (Nystrand, Gamoran, Kachur, & Prendergast, 1997; Alvermann, O’Brien, & Dillon, 1990; Mercer, 2002; Mercer & Littleton, 2007; Webb et al., 2008; Wells, 2007). Many researchers and educators believe that if it is structured and orchestrated skillfully, discussion can deepen students’ reasoning and understanding. Yet strong empirical evidence is hard to find.
Many obstacles stand in the way of setting up rigorous studies of discussion and learning, particularly |
---|