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Title: Teacher Facilitation of Whole-Class Discussion in Secondary History Classrooms
Authors: Reisman, Avishag
Shane-Sagiv, Chava
Barker, Lisa M.
Fogo, Bradley
Polman, Joseph L.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Reisman, A., Shane-Sagiv, C., Barker, L. M., Fogo, B., & Polman, J. L. (2014). Teacher Facilitation of Whole-Class Discussion in Secondary History Classrooms. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1446-1455.
Abstract: The case for classroom discussion as a core method for subject matter learning stands on stable theoretical and empirical ground. However, much of the extant research has occurred in math and science classrooms. The four papers in this symposium examine the nature of whole-class discussion in history classrooms, and begin with the premise that teacher facilitation plays a critical role in the quality and direction of whole-class discussion about the past. The first two papers explore the nature of historical understanding, and the discursive and socio-cultural obstacles that often stand in the way of its achievement in secondary history classrooms. The second two papers take a closer look at teacher learning, growth, and reflection in leading whole-class discussion.
Appears in Collections:ICLS2014

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