Active,silent and controlled discussions: Explaining variations in classroom conversation |
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| Affiliation: | 1. Health Management and Promotion Center, Hiroshima Atomic Bomb Casualty Council, Hiroshima, Japan;2. Department of Psychiatry and Neurosciences, Hiroshima University Graduate School of Biomedical and Health Sciences, Hiroshima, Japan;3. Department of General Medicine, Hiroshima University Graduate School of Biomedical and Health Sciences, Hiroshima, Japan;4. Department of Internal Medicine, Mitsubishi Mihara Hospital, Mihara, Japan;5. Department of Cardiovascular Medicine, Hiroshima University Graduate School of Biomedical and Health Sciences, Hiroshima, Japan;1. Wellman Center for Photomedicine, Department of Dermatology, Massachusetts General Hospital, Harvard Medical School, Boston, MA;2. Department of Dermatology, Cutaneous Biology Research Institute, Yonsei University College of Medicine, Seoul, Korea;3. Tufts University School of Medicine, Boston, MA;4. Dermatology Department, University of CT Health Center, Farmington, CT |
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| Abstract: | This ethnographic study identifies and explains instructional strategies that result in different kinds of classroom discussions. These discussions are described as active, silent, and controlled. Three dimensions are used to explain strategies teachers use in leading and organizing classroom discourse: the discussion's structural sequence, the content of teachers' questions, and the use of informal language. The success of certain instructional strategies in leading to active discussions is interpreted in terms of differences between the features of classroom conversations and everyday conversations. Contrary to the assumption that students learn and accept organizations of school discussions, it is suggested that high school students may express resistance to such organizations in various ways such as silence or reluctant participation. |
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