Comparative analyses of discourse in specialized STEM school classes

ABSTRACT

The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students in dialogic discourse. The authors examined variations in the type of discourse in relationship to the discipline being taught, the educational level of the teacher, and course requirements were also explored.

KEYWORDS:

• classroom instruction
• discourse
• STEM schools

Notes

¹ One class was excluded from this sub analysis because the teacher on the day observed was a substitute for whom educational level was not available. Total N values have been changed to reflect this change to the data.