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Breaking the silence in classroom participation: A study of a regular classroom and a computer -mediated setting.

机译：打破课堂参与的沉默：对常规教室和计算机介导环境的研究。

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摘要

This qualitative study of classroom processes focuses on the roles students play in two different environments, a regular classroom and an anonymous, collaborative, technological environment using GroupSystems. As students from an urban high school engaged in a brainstorming session about complex, ethical issues, they participated differently in each setting. The research questions that this study addresses are: Given a discussion of complex, ethical issues, what is the nature of classroom participation roles? In addition, in what ways are participation roles in a regular classroom structure different from a collaborative, technological environment? Furthermore, in each environment, how do ethnically diverse students participate in discussions of complex, ethical issues, as defined by their participation roles? Then to view gender issues in each environment, how do male and female students participate in discussions of complex, ethical issues, as defined by their participation roles? An analysis of these questions provides a deeper understanding of the roles students take in a classroom discussion. In addition, it provides similarities and differences between such discussions in a regular classroom versus an online setting. The insights provided in this study may contribute to a better understanding for teaching and teacher education in constructing activities and environments that support student voice, equity, and active participation in society as a whole.
机译：对课堂过程的定性研究着重于学生在两个不同环境（常规教室和使用GroupSystems的匿名协作技术环境）中扮演的角色。当来自城市高中的学生就复杂的道德问题进行头脑风暴会议时，他们在每种情况下的参与方式都不同。这项研究解决的研究问题是：在讨论了复杂的道德问题之后，课堂参与角色的性质是什么？此外，常规教室结构中的参与角色与协作技术环境有何不同？此外，在每种环境中，不同种族的学生如何按照他们的参与角色来参与对复杂的道德问题的讨论？然后，要查看每种环境中的性别问题，男女学生如何根据其参与角色来参与对复杂的道德问题的讨论？通过对这些问题的分析，可以更深入地了解学生在课堂讨论中所扮演的角色。此外，它还提供了常规教室与在线环境下此类讨论之间的异同。本研究提供的见解可能有助于更好地理解教学和教师教育，以构建支持学生声音，公平和积极参与整个社会的活动和环境。

著录项

  • 作者

    Cunningham, Debra L.;

  • 作者单位

    The University of Arizona.;

  • 授予单位 The University of Arizona.;
  • 学科 Education Secondary.;Speech Communication.;Education Curriculum and Instruction.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 265 p.
  • 总页数 265
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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