Student facilitation in peer-led literature group discussions

Document Type

Article

Journal/Book Title/Conference

The Journal of Classroom Interaction

Volume

51

Issue

1

Publication Date

1-1-2016

First Page

42

Last Page

60

Abstract

This study investigated student behaviors in peer-led literature circles. Participants were 17 fourth-grade students in a suburban school district in the Southwest. The researchers used a qualitative research method to examine student discourse that enhanced and deepened literary discussions. The open coding procedure led researchers to believe that students used particular facilitative functions during the peer-led discussions which were coded as exploratory talk, elaborative feedback, topic management, confessionals, and accountability. Finally, the researchers discussed practical implications and further research directions with regards to the five facilitative functions.

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