Teacher Scaffolding Moves and Children's Talk in Collaborative Reasoning Discussions

Autor/in	Jadallah, May
Titel	Teacher Scaffolding Moves and Children's Talk in Collaborative Reasoning Discussions
Quelle	(2009), (131 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Illinois at Urbana-Champaign
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-7498-2
Schlagwörter	Hochschulschrift; Dissertation; Discussion; Computer Mediated Communication; Classroom Communication; Interaction; Teacher Influence; Grade 4; Investigations; Evaluation; Curriculum Development; Elementary School Teachers; Interpersonal Communication + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Diskussion; Computerkonferenz; Klassengespräch; Interaktion; School year 04; 4. Schuljahr; Schuljahr 04; Untersuchung; Evaluierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interpersonale Kommunikation
Abstract	A total of 90 small-group, free-flowing, peer-led discussions were analyzed to investigate teacher influence on fourth-grade children's argument construction. Teacher-child and child-child interactions were examined for recurrent patterns. A number of teacher-child discussion moves were clustered into three main categories: (a) prompting for and providing reasons, (b) requesting and providing textual evidence, and (c) asking for and providing clarification and explanation. The microgenetic method, lag sequential analysis, and bidirectional dependence analysis were applied to 22,450 turns of discussion to abstract interaction patterns regarding the three sets of discussion moves. Direct and indirect effects as well as immediate and delayed effects were examined. Teacher and children moves which explicitly requested a response from other children were considered to have direct effects, and tended to have an immediate impact. Teacher and child moves that were not direct requests, but triggered children to react, were considered to have indirect effects and continued to have a delayed impact in subsequent turns. Teachers' strongest direct effect of immediate influence was in requests for explanations, followed by requests for reasons and clarification, and finally by requests for evidence. Children's strongest indirect effect of immediate influence on each other was in responding to requests for reasons, followed by responses to requests for clarification and explanation, and finally in responding to requests for evidence. Classrooms were treated as multilayered dynamic systems. Each cluster of discussion moves composed one stream of dynamic interactions within which layers of influence were examined. Four properties of the systems of classroom talk were examined: (a) dependence, (b) stationarity, (c) homogeneity, and (d) reciprocity. All event-sequences of discussion moves were dependent indicating an existing system of interchange between teachers and children and among children themselves. Stationarity and homogeneity assumptions were not met indicating change over time and across groups. Certain discussion moves exhibited not only unidirectional patterns of interaction, but also bidirectional, in which not only teachers affected children, but children affected teachers as well. Children appropriated teachers' discussion moves and started using them independently in later discussions as teachers used the same discussion moves less often. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10