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

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    Author
    Cunningham, Debra L.
    Issue Date
    2004
    Keywords
    Speech Communication.
    Education, Secondary.
    Education, Technology of.
    Education, Curriculum and Instruction.
    Advisor
    Carter, Kathy
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    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.
    Type
    text
    Dissertation-Reproduction (electronic)
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Teaching and Teacher Education
    Degree Grantor
    University of Arizona
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