Diversity in Education
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2006 - Intellectual Role Taking: Supporting Discussion in Heterogeneous Elementary Science Classes

Attribution: Herrenkohl, Leslie Rupert
Researchers: Leslie Rupert Herrenkohl
University Affiliation: University of Washington
Email: leslieh@u.washington.edu
Research Question:
How to work with teachers to develop approaches to engage all students in asking each other questions and deeply engaging relevant conceptual ideas?
Published: 1
Journal Name or Institutional Affiliation: Theory into Practice
Journal Entry: Vol. 45, No. 1, pp. 47-54
Year: 2006
Findings:
  • Intellectual role taking is only powerful in the hands of a skilled teacher.
  • An understanding of one’s students is paramount. Collecting wisdom around questions such as, “What do students typically struggle with as they try to grapple with explaining sinking and floating?, “How do students come to understand what ‘theory’ means?
  • Teachers must believe that all students have something important to contribute, intellectually and socially, to the life of the classroom.
  • Teachers must embrace heterogeneity and help all of their students contribute in ways that make them feel comfortable and help the class together realize “the power of ideas”.
Keywords: Elementary SchoolHeterogeneous GroupingScienceRegions: NationalMethodologies: QualitativeResearch Designs: Quasi-ExperimentAnalysis Methods: Qualitative Techniques Sampling Frame:Elementary School Students
Sampling Types: NonrandomAnalysis Units: ClassroomStudentData Types: Qualitative-Cross Sectional
Data Description:
  • 24 students, 18 from minority backgrounds
  • 5th grade class
  • Practiced intellectual role taking
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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