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Comparative analyses of discourse in specialized STEM school classes

Author

Listed:
  • Colby Tofel-Grehl
  • Carolyn M. Callahan
  • Louis S. Nadelson

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.

Suggested Citation

  • Colby Tofel-Grehl & Carolyn M. Callahan & Louis S. Nadelson, 2017. "Comparative analyses of discourse in specialized STEM school classes," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(3), pages 294-307, May.
    • Handle: RePEc:taf:vjerxx:v:110:y:2017:i:3:p:294-307
    DOI: 10.1080/00220671.2016.1273177
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