Document Type
Dissertation
Abstract
This qualitative study explores the relationship between the instructional methodologies one teacher used to foster the development of group skills in students and the way literature discussion groups actually functioned. This study was conducted under an ethnographic lens using a teacher-as-researcher approach. Issues of power and status in students' learning opportunities are explored.
Recommended Citation
Chiaravalloti, Laura A., "Voices Silenced, Voices Heard: Exploring Status, Discourse, and Learning in Middle School Discussion Groups" (2012). Ph.D. in Education Program. 1.
https://digitalcommons.ric.edu/education_etd/1
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons