Berne, & Clark, (2008) article Focusing Literature Discussion Groups on Comprehension Strategies, Maloch, (2002) article Scaffolding Student Talk: One Teacher 's Role in Literature Discussion Groups, and Coffey, (2012) article Literacy and Technology: Integrating Technology with Small Group, Peer-led Discussions of Literature are three empirical descriptive research studies. The three articles focus on how literature discussion groups affect student learning. This paper will evaluate using Lauer (2006) eight-step educational research evaluation process outlined in chapter eight of, An education research primer: How to understand, evaluate, and use it.
Berne, & Clark, (2008) research question focused on how literature discussion groups …show more content…
The study was conducted on 29 students within an elementary class setting (Maloch, 2002). The researcher’s study was designed on the reading of Charlotte’s Web and having the students participate in discussion groups throughout the story (Maloch, 2002). “Data was collected through use of participant observations, interviews with the teacher and students, and collection of artifacts (e.g. literature response logs, teacher notes, handouts) (Maloch, 2002). In addition, the researcher’s data was recorded with the use of field notes and video and audio recordings (Maloch, 2002). “Data analysis was conducted throughout all phases of data collection” (Maloch, 2002). The initial data was found when the teacher participated in the discussion groups with the students (Maloch, 2002). This helped the students understand how discussion groups worked (Maloch, 2002). Second, the students built on what they learned from the model discussion groups and incorporated the knowledge within their own groups (Maloch, 2002). The study results included two themes, “the problematic nature of students’ shift in responsibility and the responsive nature of the teacher’s interventions” (Maloch, 2002). Theme one challenges arose when the students had to change their roles within the discussion groups (Maloch, 2002). The students modeled what the teacher showed …show more content…
The participants were fifth grade students who were keeping electronic response journals (Coffey 2012). “Students were giving 30 minutes to read a text and respond in their electronic journals” (Coffey 2012). The students were able to read other responses and have time to reflect on what the text said (Coffey 2012). This allowed the students to not feel pressured to answer questions without fully understanding what the text stated. The students were able to construct their own responses to their peer’s responses. The data collection was conducted with the student’s response journals (Coffey 2012). The researchers were able to monitor how students responded to their peers and the allotted time each student participated. (Coffey 2012). These conversations were saved and printed for the teacher and students to reflect on the discussions (Coffey 2012). This allowed the teacher to motivate and guide the students towards writing more effective posts (Coffey 2012). After the student and teacher interacted the students posts increased in effectiveness. The researcher’s data results concluded that students benefited from computer-mediated small group discussions because they were able to work at their own personal pace. The students were not forced to participate until they comprehended what was being discussed
Berne, & Clark, (2008) research question focused on how literature discussion groups …show more content…
The study was conducted on 29 students within an elementary class setting (Maloch, 2002). The researcher’s study was designed on the reading of Charlotte’s Web and having the students participate in discussion groups throughout the story (Maloch, 2002). “Data was collected through use of participant observations, interviews with the teacher and students, and collection of artifacts (e.g. literature response logs, teacher notes, handouts) (Maloch, 2002). In addition, the researcher’s data was recorded with the use of field notes and video and audio recordings (Maloch, 2002). “Data analysis was conducted throughout all phases of data collection” (Maloch, 2002). The initial data was found when the teacher participated in the discussion groups with the students (Maloch, 2002). This helped the students understand how discussion groups worked (Maloch, 2002). Second, the students built on what they learned from the model discussion groups and incorporated the knowledge within their own groups (Maloch, 2002). The study results included two themes, “the problematic nature of students’ shift in responsibility and the responsive nature of the teacher’s interventions” (Maloch, 2002). Theme one challenges arose when the students had to change their roles within the discussion groups (Maloch, 2002). The students modeled what the teacher showed …show more content…
The participants were fifth grade students who were keeping electronic response journals (Coffey 2012). “Students were giving 30 minutes to read a text and respond in their electronic journals” (Coffey 2012). The students were able to read other responses and have time to reflect on what the text said (Coffey 2012). This allowed the students to not feel pressured to answer questions without fully understanding what the text stated. The students were able to construct their own responses to their peer’s responses. The data collection was conducted with the student’s response journals (Coffey 2012). The researchers were able to monitor how students responded to their peers and the allotted time each student participated. (Coffey 2012). These conversations were saved and printed for the teacher and students to reflect on the discussions (Coffey 2012). This allowed the teacher to motivate and guide the students towards writing more effective posts (Coffey 2012). After the student and teacher interacted the students posts increased in effectiveness. The researcher’s data results concluded that students benefited from computer-mediated small group discussions because they were able to work at their own personal pace. The students were not forced to participate until they comprehended what was being discussed