Kraatz co-authors article about controversial subjects in the classroom

In the abstract to the study, Kraatz, and her co-authors Jacqueline von Spiegel, Robin Sayers, and Anna C. Brady, write the goal of the article is to highlight the benefits of controversial conversations in the classroom and describe teaching approaches that facilitate effective controversial conversations.

Although controversial topics may be uncomfortable for teachers to include in class discussions, Kraatz and her colleagues write that there are considerable cognitive and social-emotional benefits to engagement in classroom discussions about controversial topics.

The authors write that teachers’ support of students in respectful discussions is crucial to help them develop skills like problem-solving, critical thinking, and the ability to consider issues from multiple perspectives. They continue that these skills can enable students to meet larger goals such as being involved in civic boards and councils.

Kraatz and her co-authors first identify important factors for teachers to consider as part of supporting effective and beneficial controversial conversations. Then, they provide examples of conversation topics appropriate for students of different ages. Lastly, they review how the structure of conversation, scaffolding, classroom context, relationships, and students’ individual differences can shape controversial conversations.

Kraatz teaches courses in Psychology, Educational Psychology, and Developmental Psychology. Before joining the CSC faculty in Fall 2021, she taught adult education classes in Ohio for several years and earned a doctorate in Educational Psychology from Ohio State.