Comparative analyses of discourse in specialized STEM school classes

被引：1

作者：

Tofel-Grehl, Colby ^{[1
]}

Callahan, Carolyn M. ^{[2
]}

Nadelson, Louis S. ^{[3
]}

机构：

[1] Utah State Univ, Dept Teacher Educ & Leadership, 2805 Old Main, Logan, UT 84322 USA

[2] Univ Virginia, Curry Sch Educ, Charlottesville, VA 22903 USA

[3] Colorado Mesa Univ, Dept Comp Sci Math & Stat, Grand Junction, CO USA

来源：

JOURNAL OF EDUCATIONAL RESEARCH | 2017年 / 110卷 / 03期

关键词：

classroom instruction; discourse; STEM schools; STUDENT-ACHIEVEMENT; CONTEXT;

D O I：

10.1080/00220671.2016.1273177

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students in dialogic discourse. The authors examined variations in the type of discourse in relationship to the discipline being taught, the educational level of the teacher, and course requirements were also explored.

引用

页码：294 / 307

页数：14

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