Teaching with and for Discussion.

By W. Parker, D. Hess. 2001

298 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/6869bb9b11a8205af25422dd866ec030e70a70b9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. John W. Saye
2. Brad Fogo
3. S. Kavanagh
4. Chauncey Monte-Sano
5. Vanessa Paz Dennen *

In Sociology and Political Science

1. John W. Saye
2. Abby Reisman
3. Brad Fogo
4. S. Kavanagh
5. Chauncey Monte-Sano
6. Vanessa Paz Dennen *
7. Susan De La Paz

In Speech and Hearing

1. Chauncey Monte-Sano
2. Vanessa Paz Dennen *
3. John W. Saye

Citations in the corpus

• Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests (2013, background): “Developing deep knowledge and HOT are difficult tasks in themselves, but planning and leading powerful discussion demand considerably more effort and skill of teachers (Parker & Hess, 2001).”
• Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates (2018, background): “Our framework extends existing scholarship on discussions in social studies classrooms (e.g., Parker & Hess, 2001; Parker, 2003; Hess, 2004) by articulating the moment-to-moment interactions that comprise effective discussions.”
• COGNITIVE APPRENTICESHIP IN EDUCATIONAL PRACTICE: RESEARCH ON SCAFFOLDING, MODELING, MENTORING, AND COACHING AS INSTRUCTIONAL STRATEGIES (2003, methodology): “Parker and Hess (2001) used modeling followed by reflection to prepare student teachers for leading discussions in their classroom.”