STEM School Discourse Patterns

Authors

Colby Tofel-Grehl, Utah State UniversityFollow
Carolyn M. Callahan, University of Virginia

Document Type

Article

Journal/Book Title/Conference

Journal of STEM Education

Volume

17

Issue

2

Publisher

Institute for S T E M Education and Research

Publication Date

5-23-2016

First Page

34

Last Page

41

Abstract

In a cross case analysis of six specialized STEM schools across the United States selected on the basis of varied geographic location and school model type, the authors explore the ways in which classroom discursvive strutures established by teachers impact students' perceptions of their own agency and authority as relates to their science learning within specialized STEM schools. As national interest in specialized STEM schools grows, a deep need to understand the instructional practices that impact students motivation and interest has arisen. By better understanding how teachers drive classroom discourse through questioning techniques, student responses and reflections can be understood within the unique culture of these schools.

Recommended Citation

Tofel-Grehl, C., & Callahan, C. M. (2016). STEM school discourse patterns. Journal of STEM Education: Innovations and Research, 17(2), 34-41.