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Literature Discussion Groups: The Ro...

Guay, Mary.

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Literature Discussion Groups: The Role of Teacher Talk in Discussing Social Issues.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Literature Discussion Groups: The Role of Teacher Talk in Discussing Social Issues./
Author:	Guay, Mary.
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3588379
ISBN:	9781303264122

Literature Discussion Groups: The Role of Teacher Talk in Discussing Social Issues.
Guay, Mary.

Literature Discussion Groups: The Role of Teacher Talk in Discussing Social Issues. - 118 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.

The purpose of this study was to examine how teacher talk influenced the way issues of race, culture, and disability were addressed in literature discussion groups. Discussions of one teacher with two groups of students, of varying reading levels, were studied. The research questions were: 1) How does the teacher's perspective on the students reading ability frame how she structures discussions? 2) How are issues of race, culture, and disability addressed in discussion groups? 3) In what ways are stereotypical/dominant cultural views interrupted or maintained? Using Critical Discourse Analysis and the theoretical lens of addressivity, this study found that, although each group developed different patterns of discussion, the quality of teacher talk across both groups maintained dominant cultural views of issues of race, culture, and disability.

ISBN: 9781303264122Subjects--Topical Terms:

1019148
Education, Social Sciences.

Literature Discussion Groups: The Role of Teacher Talk in Discussing Social Issues.
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005 20140819100652.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303264122
035 $a (MiAaPQ)AAI3588379
035 $a AAI3588379
040 $a MiAaPQ $c MiAaPQ
100 1 $a Guay, Mary. $3 2098946
245 1 0 $a Literature Discussion Groups: The Role of Teacher Talk in Discussing Social Issues.
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Catherine Compton-Lilly.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.
520 $a The purpose of this study was to examine how teacher talk influenced the way issues of race, culture, and disability were addressed in literature discussion groups. Discussions of one teacher with two groups of students, of varying reading levels, were studied. The research questions were: 1) How does the teacher's perspective on the students reading ability frame how she structures discussions? 2) How are issues of race, culture, and disability addressed in discussion groups? 3) In what ways are stereotypical/dominant cultural views interrupted or maintained? Using Critical Discourse Analysis and the theoretical lens of addressivity, this study found that, although each group developed different patterns of discussion, the quality of teacher talk across both groups maintained dominant cultural views of issues of race, culture, and disability.
590 $a School code: 0262.
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0534
690 $a 0279
710 2 $a The University of Wisconsin - Madison. $b Curriculum & Instruction. $3 2093597
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 0262
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3588379