Relevant bibliographies by topics / Discussion Teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Discussion Teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Discussion Teaching"

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Ewens, W. "Teaching Using Discussion." Journal of Management Education 10, no. 3 (August 1, 1986): 77–80. http://dx.doi.org/10.1177/105256298601000309.

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Welty, William M. "Discussion Method Teaching." Change: The Magazine of Higher Learning 21, no. 4 (August 1989): 40–49. http://dx.doi.org/10.1080/00091383.1989.9939866.

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WANG, Yu-Zhi. "Discussion on Course Teaching." University Chemistry 32, no. 5 (2017): 65–68. http://dx.doi.org/10.3866/pku.dxhx201611035.

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Battilani, Patrizia, Bertram M. Gordon, Jan Hein Furnée, Kevin J. James, Richard White, and Eric G. E. Zuelow. "Discussion: teaching tourism history." Journal of Tourism History 8, no. 1 (January 2, 2016): 57–84. http://dx.doi.org/10.1080/1755182x.2016.1168487.

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Parker, Walter C., and Diana Hess. "Teaching with and for discussion." Teaching and Teacher Education 17, no. 3 (April 2001): 273–89. http://dx.doi.org/10.1016/s0742-051x(00)00057-3.

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杜, 倩颖. "A Discussion on Interactive Teaching." Advances in Education 06, no. 05 (2016): 204–9. http://dx.doi.org/10.12677/ae.2016.65031.

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Hanagan, Michael, Ewa Morawska, Barbara Laslett, and Eric H. Monkkonen. "Teaching Historical Sociology: A Discussion." Historical Methods: A Journal of Quantitative and Interdisciplinary History 23, no. 3 (July 1990): 121–34. http://dx.doi.org/10.1080/01615440.1990.10594203.

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Saberwal, Satish. "Discussion: On ‘Teaching/Learning Sociology‘." Sociological Bulletin 53, no. 3 (September 2004): 419–22. http://dx.doi.org/10.1177/0038022920040306.

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Bryant, Brenda K. "Electronic Discussion Sections: A Useful Tool in Teaching Large University Classes." Teaching of Psychology 32, no. 4 (October 2005): 271–75. http://dx.doi.org/10.1207/s15328023top3204_9.

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Electronic discussion sections can create a learning environment that will elicit quality student discussions in classes with large enrollment (i.e., 100 to 150 students). Redressing problems encountered during the first year using electronic discussions, I made changes such as establishing grading criteria for evaluating each student contribution to discussion, rules of etiquette, and discussion group size. The quality of intellectual discussions was better in Year 2 than in Year 1. There was no relation between initial computer phobia of students and their academic performance in classes requiring computer usage for electronic discussions. Data also revealed comparable quality of electronic discussions in a lower division, general education class as in an upper division class.
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Shahi, Mandira, Megh Raj Banjara, Jeny Kayastha, Amrita Chaulagain, Suni Pradhan, and Rikesh Pradhan. "Effectiveness of Teaching Methods : Comparative Outcomes." Journal of Ayurveda Campus 1, no. 1 (October 19, 2020): 16–25. http://dx.doi.org/10.51648/jac.4.

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Background: Instructional methods play an important role in developing nursing education. The objective of this study was to compare the effectiveness of lecture, small group discussion and mixed method to teach childhood diarrhea topic among 2nd year Proficiency Certificate Level (PCL) nursing students. Methods: Over a one year period, 60 2nd year PCL nursing students were divided into three groups and provided educational sessions on childhood diarrhoea. Three methods; a lecture, small group discussions and mixed methods (lecture+ small group discussion) were used separately. At the beginning, students were informed about a research study with process and questionnaires on the content of childhood diarrhea were administered to each student for pre-test. After the completion of sessions, post-test was done. They also completed a session evaluation ranged from 1(Strongly Disagree) to 5 (Strongly Agree). Classroom observation result was collected by using "A 5-Point Likert Scale" ranging from 1(poor) to 5 (excellent) by the observer with feedback. The collected data were entered in MS Excel and analyzed using latest version of SPSS. Results: Lecture method was most significantly effective for gaining factual knowledge while small group discussion was most significantly effective for gaining insightful knowledge. However mixed method is most significantly effective for learning both the procedural and insightful knowledge. Conclusion: Nursing students learning about childhood diarrhoea preferred a mixed method of lecture and small group discussions (SGDs) over traditional lecture or discussion in groups.
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Dissertations / Theses on the topic "Discussion Teaching"

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Piyanukool, Surachai. "Effects of Teaching Reading Through Discussion of Text Structures." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3035/.

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The purpose of this study was to investigate the effectiveness of teaching reading through discussion of text structures on students' reading comprehension. The design of the study was a Pretest-Posttest Control-Group Design. One hundred twenty-six sophomore and senior Thai college students majoring in English and attending afternoon English classes participated in the 10-week study and were randomly assigned to an experimental group and a control group. The experimental group received reading instruction in the characteristics of narrative and expository text structures and how to discuss the details of story by applying knowledge of text structures. The control group, on the other hand, read each story silently by themselves and answered comprehension questions. The posttest means of the two groups were compared, and a t test was used to test the significance difference of the means. The results did not reveal any differences between the means. The short time of the intervention may be a crucial factor that made the two strategies yield the same effects. However, the survey responses showed the participants liked reading through discussion of text structures more than reading by themselves.
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Miranda, Edwin. "Teaching assistant training : adult education principles and discussion group leadership /." Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3131099.

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Caey, Laura, James Fox, Jim Johnston, Pablo Juárez, Annette Little, and Blair Lloyd. "Roundtable Discussion Leader." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4173.

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Please join us to enjoy lunch and conversation with select conference presenters with a small group of other attendees. Each presenter will host a table and facilitate discussion on a designated topic.
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Pavlika, Vasos. "A Discussion of different teaching strategies adopted during a Statistics tutorial." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-88200.

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In this discusses four different approaches used during a statistics tutorial of a group of first year undergraduates studying computer science related degrees at the University of Westminster UK. The four approaches were each implemented in an attempt to keep the students interested in the statistics topics delivered. It was found that “Chalk and Talk” (i.e. board work) was not the best form of imparting knowledge to the students of the group as determined by student analysing feedback forms and generally observing student behaviour and listening to student comments over a number of years delivering statistics topics. The duration of each tutorial was two hours. The teaching strategies adopted were: a) A class quiz. b) Group explanation of material to members of the individual’s group. c) Group explanation of material to members of the entire class. d) Students teaching at the front of the class. Each of the methods will now be discussed with the relative merits and defects included for a comparison. It was found that each method worked better at the end of each module when the students were more familiar with the topics introduced on the module.
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Curran, Robert. "The wisdom of teaching : human experience and discussion in the classroom." Thesis, University of Ulster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247750.

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Swan, Malcolm. "Learning mathematics through reflection and discussion : the design and implementation of teaching." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422765.

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Warren, Amber N., and Natalia Ward. "Promoting Culturally and Linguistically Sustaining Teaching Through Online Discussion of Case Studies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5944.

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Gesner, Emily K. "Talking About Teaching: A professional development group for preservice secondary teachers." The University of Waikato, 2009. http://hdl.handle.net/10289/2792.

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As teaching is a highly complex activity, so too is learning to teach. One pedagogy which has been shown to promote teacher learning is the use of small group discussion. This thesis examines the experiences of seven preservice secondary teachers at a New Zealand university who met weekly during their second practicum to discuss their experiences at their placement schools. Individual interviews conducted with five of the participants revealed that students felt positively about the weekly meetings. The preservice teachers appreciated 1) being able to hear about the experiences of other preservice teachers 2) tell others about their teaching 3) being able to seek advice and potential solutions to problems 4) the sense of personal connection and emotional support they gained during the weekly sessions. The students reported that the weekly meetings allowed them to think about their teaching from the perspective of others, and gave them time to reflect about their experiences while on practicum. This study situates these findings within the literature on initial teacher education and offers suggestions for future research using this pedagogy.
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Kuo, Shih Chih. "Teaching by discussion a case study of four professors' perspectives and pedagogical practices /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342203.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from home page (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0505. Adviser: Jerome C. Harste.
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Bernard, Rachel Marie. "Teacher Response to Instances of Student Thinking During Whole Class Discussion." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6489.

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While the use of student thinking to help build mathematical understandings in a classroom has been emphasized in best teaching practices, teachers still struggle with this practice and research still lacks a full understanding of how such learning can and should occur. To help understand this complex practice, I analyzed every instance of student thinking and every teacher response to that thinking during a high school geometry teacher's whole class discussion and used these codes as evidence of alignment or misalignment with principles of effective use of student mathematical thinking. I explored the teacher's practice both in small and large grains by considering each of her responses to student thinking, and then considered the larger practice through multiple teacher responses unified under a single topic or theme in the class discussion. From these codes, I moved to an even larger grain to consider how the teacher's practice in general aligned with the principles. These combined coding schemes proved effective in providing a lens to both view and make sense of the complex practice of teachers responding to student thinking. I found that when responding to student thinking the teacher tended to not allow student thinking to be at the forefront of classroom discussion because of misinterpretation of the student thinking or only using the student thinking in a local sense to help advance the discussion as framed by the teacher's thinking. The results showed that allowing student thinking to be at the forefront of classroom discussion is one way to position students as legitimate mathematical thinkers, though this position can be weakened if the teacher makes a move to correct inaccurate or incorrect student thinking. Furthermore, when teachers respond to student thinking students are only able to be involved in sense making if the teacher turns the ideas back to the students in such a way that positions them to make sense of the mathematics. Finally, in order to allow students to collaborate a teacher must turn the mathematics to the students with time and space for them to meaningfully discuss the mathematics. I conclude that the teacher's practice that I analyzed is somewhat aligned with honoring student mathematical thinking and allowing student thinking to be at the forefront of class discussion. On the other hand, the teacher's practice was strongly misaligned with collaboration and sense making. In this teacher's class, then, students were rarely engaged in sense making or collaborating in their mathematical work.
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Books on the topic "Discussion Teaching"

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Lee, Hansen W., ed. Discussing economics: A classroom guide to preparing discussion questions and leading discussion. Cheltenham, UK: E. Elgar Pub., 2005.

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Knapper, Christopher, and Susan Wilcox. Discussion with more students. Kingston, ON: Queen's University, 1996.

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Henning, John E. The Art of Discussion-Based Teaching. London: Taylor & Francis Inc, 2007.

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Logan, Judy. That's a family!: Discussion & teaching guide. San Francisco, CA: Women's Educational Media, Inc., 2000.

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Gibbs, Graham. Discussion with more students. Oxford: Oxford Centre for Staff Development, 1992.

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Palmer, Sue. The discussion book. Sutton-in-Ashfield: Peter Ellse, ITS Group, 2001.

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Education, democracy & discussion. Lanham, MD: University Press of America, 1988.

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1959-, Frey Nancy, and Lapp Diane, eds. Teaching students to read like detectives: Comprehending, analyzing, and discussing text. Bloomington, IN: Solution Tree Press, 2012.

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List, Henrietta. Dialogue, discussion, and debate. Portland, ME: Walch Education, 2008.

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List, Henrietta. Dialogue, discussion, and debate. Portland, ME: Walch Education, 2008.

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Book chapters on the topic "Discussion Teaching"

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Lewins, Jeffery D. "Closing Discussion." In Teaching Thermodynamics, 495–98. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_51.

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Riordan, Emma. "Discussion." In Language for Teaching Purposes, 203–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71005-1_8.

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Ramsden, K. W. "Discussion in Session 5." In Teaching Thermodynamics, 391–95. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_41.

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Anderson, D. C. "Discussion in Session 6." In Teaching Thermodynamics, 475–94. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_50.

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Bay, Boon Huat, and Samuel Sam Wah Tay. "Facilitating Small Group Discussion." In Teaching Anatomy, 99–105. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08930-0_12.

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Major, Claire Howell, Michael S. Harris, and Todd D. Zakrajsek. "The Discussion Method." In Teaching for Learning, 53–105. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003038290-2.

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Evans, Mark Oliver. "Teaching Psychotherapy: Case Discussion Groups." In Teaching Psychiatry, 117–24. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470974544.ch10.

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Lucas, Christopher J., and John W. Murry. "Teaching: Lectures and Discussion." In New Faculty, 41–72. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230120082_3.

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Lucas, Christopher J., and John W. Murry. "Teaching: Lectures and Discussion." In New Faculty, 39–69. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230107427_3.

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Crane, R. I. "Discussion in Session 1 “Teaching Objectives”." In Teaching Thermodynamics, 57–63. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_8.

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Conference papers on the topic "Discussion Teaching"

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Li, Qunying. "Discussion on Sketch Teaching." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.229.

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Ma, Lirong, Xuefeng Li, and Sheng Wu. "Discussion of informatization teaching design." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5886825.

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Huang, Lehui, and Miaomiao Li. "Discussion on the Network Teaching." In 2015 International conference on Applied Science and Engineering Innovation. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/asei-15.2015.208.

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Wang, Wei. "Discussion on ERP Experiment Teaching." In 2018 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemr-18.2018.25.

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Sun, Hongjuan. "Discussion on Experimental Animation Teaching." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.51.

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Chu, Qingzhong, Yilin Liu, Liang Zhang, and Yi Yan. "Teaching Practice and Discussion of "Large Class Teaching, Small Class Discussion" Based on Multiple Courses." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.31.

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Huo, Rui, and Yuanbo Li. "Teaching Discussion Based on Mechanical Dynamics Simulation Teaching Case." In 2021 International Conference on Modern Education and Humanities Science (ICMEHS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210208.019.

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Wang, Qun, Yong Yu, and Yan Yu. "Discussion on Computer-Based Teaching Methods." In 2009 International Symposium on Intelligent Ubiquitous Computing and Education, IUCE. IEEE, 2009. http://dx.doi.org/10.1109/iuce.2009.99.

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Li, Zhaoye, Shixin Li, and Zhaojun Xue. "Discussion and Improvement in Your Teaching." In 2017 3rd Conference on Education and Teaching in Colleges and Universities (CETCU 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cetcu-17.2017.24.

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Jing, Shu, and Weihai Jiang. "Discussion on Surgical Multimedia Network Teaching." In 2015 3rd International Conference on Mechatronics and Industrial Informatics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icmii-15.2015.175.

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Reports on the topic "Discussion Teaching"

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Westra, Brian, and Dean Walton. Teaching Ecology Data Information Literacy Skills to Graduate Students: A Discussion-Based Approach. Purdue University, 2015. http://dx.doi.org/10.5703/1288284315480.

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Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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