The topic of Dr. Yu Feng's study was rather unique-ocusing on the different methods used by teachers to support engagement and dialogue with their students particularly when focusing on ill-defined content. I believe this research will have a tremendous positive impact on the methods we use to train both pre-service and in-service leachers.
--Dr. Thomas A. Brush
Associate Dean for Teacher Education
B. Jacobs Chair in Education & Technology
Professor, Instructional Systems Technology
Indiana University, Bloomington
I was quite impressed with the scope of the work Dr. Yu Feng undertook for his independent research. In particular, this study required that he be knowledgeable in mulliple areas surrounding his focal object and thai he carry out detailed, sophisticated and sensitive interpretations of recorded classroom aclivity taking place in English. He handled this complex study extremely well, adding important perspectives to the body of knowledge in teaching and teacher expertise.
-- Elizabeth goling
Associate Dean for Graduate Studies
Professor, Instructional Systems Technology
Indiana University, Bloomington
作者简介
书摘
Table of Contents
中文概要
Abstract
List of Figures
List of Tables
Chapter One: Background
Background of the Problem
Statement of the Purpose
Research Questions
Key Terms
Summary and Overview
Chapter Two: Review of Literature
Social Constructivist Perspectives on Teaching and Learning
Scaffolding
Engagement in Historical Empathy
Discussion in Social Studies Classrooms
Teacher Questioning
Classroom Discourse, Learning Relationships, and Student Agency
Summary
Chapter Three: Method
Participants and Settings
Research Design
Research Rigor
Summary
Chapter Four: Results & Findings
Research Question 1: What learning relationships were created by the teachers across the group to coordinate student participation?
Research Question 2: What questioning strategies did the teachers use to help their students with their argumentation?
Research Question 3: How did the teachers attempt to encourage students to address different perspectives?
Research Question 4: Given the data, what discourse strategies can be characterized as the teachersattempts to cultivate caring in their students?
Summary
Chapter Five: Discussion & Conclusion
A Review of Findings
A Discussion of Scaffolding Caring as Empathy in Deliberation
Comparison and Contrast between Deliberative Discussion and Socratic Discussion
Implications of the Study
Limitations of the Study
Future Directions for Research
Conclusion
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