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A Comparative Analysis Of Two Methods For Guiding Discussions Surrounding Controversial And Unresolved Topics, John H. Bickford Iii
A Comparative Analysis Of Two Methods For Guiding Discussions Surrounding Controversial And Unresolved Topics, John H. Bickford Iii
Faculty Research and Creative Activity
Debates, a popular classroom method, elicit students’ participation and critical thinking. Debates’ focus of winning, at times, generates arguments. Constructive controversy, a researched-based methodological alternative, similarly facilitates students’ engagement and critical thinking while also inventively diminishing arguments through cooperative negotiation (Johnson & Johnson, 2009). The author examines both methods’ impact on students’ engagement, students’ thinking, and the dialogues’ productivity. Three findings and three educationally significant insights emerged.
A Comparative Analysis Of Two Methods For Guiding Discussions Surrounding Controversial And Unresolved Topics, John H. Bickford Iii
A Comparative Analysis Of Two Methods For Guiding Discussions Surrounding Controversial And Unresolved Topics, John H. Bickford Iii
John Bickford
Debates, a popular classroom method, elicit students’ participation and critical thinking. Debates’ focus of winning, at times, generates arguments. Constructive controversy, a researched-based methodological alternative, similarly facilitates students’ engagement and critical thinking while also inventively diminishing arguments through cooperative negotiation (Johnson & Johnson, 2009). The author examines both methods’ impact on students’ engagement, students’ thinking, and the dialogues’ productivity. Three findings and three educationally significant insights emerged.
Using Cases To Examine Reflection, Joanne Malkani
Using Cases To Examine Reflection, Joanne Malkani
Legacy Theses & Dissertations (2009 - 2024)
This study helped to clarify the definition of reflection in the literature while also contributing to teacher education curricula. Eleven graduate students enrolled in an educational psychology graduate level course at a university in the northeast completed course assignments, entitled My Thoughts and Follow-Up Reflection (Dai, 2006). The purpose of these assignments was to scaffold and assess process reflection and premise reflection (Mezirow, 1991). The assignments focused on the analysis (My Thoughts) and reanalysis ( Follow-Up Reflection) of two problem-based cases, Mary Ewing and Sarah Hanover (Silverman, Welty, & Lyon, 1996). An analysis of the data was conducted using methods …
A Comparative Analysis Of Two Methods For Guiding Discussions Surrounding Controversial And Unresolved Topics, John Bickford
A Comparative Analysis Of Two Methods For Guiding Discussions Surrounding Controversial And Unresolved Topics, John Bickford
Faculty Research and Creative Activity
Debates, a popular classroom method, elicit students’ participation and critical thinking. Debates’ focus of winning, at times, generates arguments. Constructive controversy, a researched-based methodological alternative, similarly facilitates students’ engagement and critical thinking while also inventively diminishing arguments through cooperative negotiation (Johnson & Johnson, 2009). The author examines both methods’ impact on students’ engagement, students’ thinking, and the dialogues’ productivity. Three findings and three educationally significant insights emerged.