From Discussion to Discovery: Performance Evaluation of the Harkness Method through Student Examination
Risa Kato
Lawrenceville School, New Jersey, U.S.A
Publication date: December 12, 2024
Lawrenceville School, New Jersey, U.S.A
Publication date: December 12, 2024
DOI: http://doi.org/10.34614/JIYRC202424
ABSTRACT
Equitable discussions that encourage intellectual risk-taking have been implemented in high schools for years, yet research on optimizing their effectiveness remains sparse. This study examines the characteristics that contribute to students gaining new perspectives through student-led equitable discussions (Exeter Harkness method), with the goal of optimizing classroom environments. Primary data were collected repeatedly from 23 high school students across two history classes taught by the same teacher with identical curriculum (n=56). Ordinary least squares regression analysis reveals statistically significant relationships between students' acquisition of new viewpoints and several factors: personality type, linguistic background, sex, class period scheduling, sports participation, and preliminary understanding of discussion topics. While factors such as preparation time showed no statistical significance, quantitative analysis can refine strategies for class dynamics, identify weaknesses, and propose solutions. As schools face racial, gender, and academic challenges, further research will be crucial for enhancing student-centered discussions across diverse educational settings.
Equitable discussions that encourage intellectual risk-taking have been implemented in high schools for years, yet research on optimizing their effectiveness remains sparse. This study examines the characteristics that contribute to students gaining new perspectives through student-led equitable discussions (Exeter Harkness method), with the goal of optimizing classroom environments. Primary data were collected repeatedly from 23 high school students across two history classes taught by the same teacher with identical curriculum (n=56). Ordinary least squares regression analysis reveals statistically significant relationships between students' acquisition of new viewpoints and several factors: personality type, linguistic background, sex, class period scheduling, sports participation, and preliminary understanding of discussion topics. While factors such as preparation time showed no statistical significance, quantitative analysis can refine strategies for class dynamics, identify weaknesses, and propose solutions. As schools face racial, gender, and academic challenges, further research will be crucial for enhancing student-centered discussions across diverse educational settings.
