Date of Award:
5-1995
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Department name when degree awarded
Elementary Education
Committee Chair(s)
Bernard L. Hayes
Committee
Bernard L. Hayes
Committee
Byron Burnham
Committee
Francine Johnson
Committee
John Smith
Abstract
Discussion as exploration has been proposed as an instructional paradigm for use in high-school literature instruction. Its proponents have explained that using it fosters an aesthetic literary environment. For the purpose of study, the paradigm was modified for use in an elementary fifth-grade reading class. A month-long investigation was conducted to explore the effects of using the paradigm, concerns an elementary teacher had as she implemented it, and its effects on participating students' literary stances. Research methodology included participant-observation, surveys, and a single-subject phase withdrawal component. Results of the study confirmed that (a) students were capable of using discussion as exploration, (b) using the paradigm led to movement among students' literary stances, and (c) discussion as exploration engaged groups of students in literature reflection.
Checksum
f0b3f6527f1a9b1efd5a50ba0b6a9ffb
Recommended Citation
Cena, Michael E., "Discussion as Exploration and its Effects in an Elementary Reading Class" (1995). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 4654.
https://digitalcommons.usu.edu/etd/4654
Included in
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .