An Online Discussion about the Politics of Classroom Discourse: Student Identity, Administrative Aims, and School Change.

Autor/in	Lapadat, Judith C.
Titel	An Online Discussion about the Politics of Classroom Discourse: Student Identity, Administrative Aims, and School Change.
Quelle	(2000), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; College Administration; Communication (Thought Transfer); Computer Uses in Education; Discussion (Teaching Technique); Educational Environment; Graduate Students; Graduate Study; Group Discussion; Group Dynamics; Higher Education; Interaction Process Analysis; Internet; Online Courses; Participation; Teacher Education; Teaching Methods; World Wide Web + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; College administrators; Hochschulverwaltung; Communication; thought; Kommunikation; Gedanke; Computernutzung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gruppendiskussion; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prozessanalyse; Online course; Online-Kurs; Teilnahme; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; World Wibe Web
Abstract	This study analyzed student contributions to an online interactive discussion forum. Participants included six graduate students enrolled in a graduate education course; the instructor also contributed to the online discussions. Students read articles, posted commentaries, and responded to each other on weekly discussion topics. Students also selected articles to present online. The instructor examined the content of the students' postings over the first third of the 13-week course to examine participants' emerging perspectives on: the role of classroom and school discourse in shaping student identity; the role of discourse in reflecting and transforming schools as institutions; and the relationships between school discourse and administrative structures and values. Results reflected an emerging, critical, reflective view of schools as institutions. Participants drew upon personal and professional experiences to persuade and shape group discussion, incorporating other participant's responses in subsequent self-reflections. Students' contributions were generally posted on time; and most students exceeded the minimum requirements for number and length of contributions; and discussions were constructive in tone. Appended are a list of weekly topics and a partial list of nodes. (Contains 17 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC