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It is the basic hypothesis of this study that there exists a relationship between personal attitude and value changes and participation in group discussion. The purpose of this study will be an attempt to assess how some personality variables change as a result of group discussion.

This study characterizes teacher questions in order to look at student discussion resulting from those questions in whole class discussion of claims and evidence following an experiment from grade 2 through 6. This study found an increase in discussion following teacher questions oriented around development of student ideas or clarification of ideas and a decrease in discussion oriented around developing a teacher idea with increasing grade level.

In this embedded case study, I examined and documented discussions of literature across two literacy contexts within one multiage classroom. Further, I explored the experiences of four focal students within and across the two contexts, highlighting the affordances of each space and considering the implications of tacit rules of participation for individual students. I employed ethnographic data collection methods including field notes, audio and video recordings, semi-structured interviews, and student and teacher created artifacts. Data analysis drew on constant comparative methods as well as traditions of interactive sociolinguistics. Drawing on sociocultural theories of learning and transactional theories of reading response, the study demonstrates the ways in which talk is used as a tool for meaning-making tasks including comprehension, argumentation, and identity construction. The study highlights the purposeful and strategic instructional moves made by the classroom teachers in discussion that facilitated more complete and complex interpretations of texts. The cases of the focal students illustrate the affordances of each context as well as demonstrating the ways in which responses to literature might be leveraged to claim identity positions within the classroom. The study cultivates deeper understanding about the importance of individual contributions within discussion contexts, as well as demonstrating the ways in which children and teachers mediate meaning making in collaborative contexts. The findings suggest implications for the ways in which educators might support and draw on individual approaches to response to facilitate divergent meaning making and expansion of repertoires of response for students. In addition, the study suggests implications for the careful design and development of contexts in which children are granted interpretive authority and encouraged to engage in collaborative meaning-making. / text

published_or_final_version / Computer Science / Master / Master of Philosophy

This report will review some of the current and past literature on case-based learning and instruction, while also providing the reader with a background on the development of this particular learning strategy with implications for future research. The first two chapters will review case-based learning/instruction by examining its background and history, current uses, and benefits associated with its current uses in educational settings, as well as how these benefits may apply to younger learners. In chapter three, I have discussed some of the more well established discussion-based methods in K-12 education, specifically those most similar to case-based learning. This section is followed by suggestions for implementing case-based learning and instruction with younger learners. The report concludes with limitations associated with case-based learning and its implementation with younger learners. / text

Thesis (B.A. (Hons.)) -- University of Adelaide, Dept. of Psychology, 1979.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves[198]-207).

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: Jack Arends. Dissertation Committee: Dwayne Huebner. Type C project. Includes bibliographical references (leaves 127-130).

Thesis (Ph. D.)--Southern Illinois University at Carbondale, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.