Give and Take: Release and Appropriation of Mentor-Control in 5th Grade Science-Mentoring Lessons
Author: Berducci, Domenic F.
Source: Educational Practice and Theory, Volume 22, Number 2, 2000 , pp. 67-94(28)
Publisher: James Nicholas Publishers
Abstract:This is a study employing a Vygotskian perspective to examine mentors’ release and students’ appropriation of mentor control in fifth grade science mentoring lessons.
The study consists of 2 parts. The first examines how mentors verbally organize their students when changing activities within each science lesson. The second part recounts how students appropriate mentors’ control of those changes.
The results from part I show that mentor’s verbal control was patterned. In part 2, students’ appropriation of mentors’ control was found to depend on the’ release of mentor control but more strongly on the content of the lessons.
Document Type: Research Article
Affiliations: Toyama Prefectural University
Publication date: January 1, 2000
- Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.