Peer reviewedERIC Number: EJ558259
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0042-8639
EISSN: N/A
Thinking and Learning in Classroom Discourse.
Hartman, Maria
Volta Review, v98 n3 p93-106 Sum 1996
Transcripts of the classroom conversations of seven profoundly deaf 13- and 14-year-old students and their teachers were analyzed, using Vygotsky's theories on the social nature of learning and the role of mediation. Results of the study found that conversation builds ideas, facilitates comprehension of text, encourages cognitive development, and fosters growth in expressive language abilities. (Author/LC)
Descriptors: Adolescents, Classroom Communication, Classroom Environment, Cognitive Development, Communication Research, Communication Skills, Deafness, Expressive Language, Grade 7, Junior High Schools, Learning Processes, Learning Theories, Mediation Theory, Socialization, Teacher Student Relationship, Thinking Skills
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
