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

DOI

10.1080/00220671.2016.1273177

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.

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