Date of Award
2018
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Curriculum and Instruction
First Advisor
Robert Oprandy
First Committee Member
Marilyn E. Draheim
Second Committee Member
Delores McNair
Abstract
Large class size as a growing phenomenon in developing countries is closely related to two reasons: initiatives to achieve universal education and rapid population growth (Bendow, Mizrachi, Oliver, & Said-Moshiro, 2007; Shehu & Tafida, 2016). Given the fact that the large class phenomenon cannot be eliminated within a reasonable amount of time, it is important for teachers to develop effective strategies to teach English in large classes (Hayes, 1997). The purpose of this study was to understand in what ways post-observation discussions lead to increased self-awareness by a College English teacher of her pedagogy, especially related to large class teaching, and to provide insights which might be useful to teachers who teach large classes in China and around the world. The research site for this study was a four-year college in northern China. Data were collected from document analysis, observations, and discussions to answer the research questions. The post-observation discussions were structured by using the theoretical frameworks of the Cooperative Development model and a “collaborative conversation” approach. From a series of data analysis, four themes were generated from the data which included student participation, affective factors, classroom management, and instructional strategies. This study also provided implications of the findings and recommendations for further research.
Pages
241
Recommended Citation
Yang, Fan. (2018). Applying Cooperative Development in Exploring College English Teaching in a Large Class Format in China. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3572
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