The Organization of Classroom Discussions: A Study of How and Why Female Classroom Particiaption Differs Between Book Club Discussions and Whole-Class Reading Discussions
Graduation Date
Spring 2004
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
This study investigated the organization of classroom discussions and its affects on the participation of third grade girls in two public school classrooms. It compared the participation of female students during reading utilizing the small-group technique of book club discussions (four to six students per club) with whole-class discussions (nineteen students). The study also explored female students* feelings about participating in class and investigated if particular ways of organizing discussions affected the participation of female students. The results of the research study suggested that female students working in small groups had a significant increase in the participation rates, enjoyment of in-class lessons, and self-confidence when compared to female students participating in whole-classroom discussions.