Document Type
Article
Journal/Book Title/Conference
The Journal of Educational Research
Publisher
Routledge
Publication Date
2-17-2017
First Page
1
Last Page
14
Abstract
The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students in dialogic discourse. The authors examined variations in the type of discourse in relationship to the discipline being taught, the educational level of the teacher, and course requirements were also explored.
Recommended Citation
Tofel-Grehl, Colby; Callahan, Carolyn M.; and Nadelson, Louis S., "Comparative analyses of discourse in specialized STEM school classes" (2017). Teacher Education and Leadership Faculty Publications. Paper 2317.
https://digitalcommons.usu.edu/teal_facpub/2317
