Bennett (2013)

Teachers' Perspectives of Whole-Class Discourse: Focusing on Effective Instruction to Improve Student Learning

Abstract

Improving student learning is a constant goal within classrooms and schools, yet decisions based on a single test score may lead to less effective learning environments. Increased student learning stems from more effective and student-centered learning situations wherein students play a fundamental role in the formulation and development of their learning. Because these learning situations are typically developed and enacted by teachers, teachers' perspectives on effective instructional practices are important in understanding how best to improve and refine learning situations. This article examines nine middle-level mathematics teachers' perspectives toward whole-class discourse (WCD) from three diverse school districts. Specifically, teachers' definition and evidence of meaningful WCD is examined along with their roles and responsibilities when facilitating WCD. Areas of strength and concern are highlighted so that teachers and teacher leaders have a better understanding of how to structure and implement WCD as an effective instructional strategy to improve student learning.

Corrolary

APA
Bennett, C. A. (2013). Teachers' perspectives of whole-class discourse: Focusing on effective instruction to improve student learning. Action in Teacher Education, 35(5-6), 475–488. http://doi.org/10.1080/01626620.2013.846765
BibTeX
@article{Bennett2013,
author = {Bennett, Cory A.},
doi = {10.1080/01626620.2013.846765},
journal = {Action in Teacher Education},
number = {5-6},
pages = {475--488},
title = {{Teachers' perspectives of whole-class discourse: Focusing on effective instruction to improve student learning}},
url = {http://www.tandfonline.com/doi/abs/10.1080/01626620.2013.846765},
volume = {35},
year = {2013}
}