Less Is More: Teachers' Influence during Peer Collaboration

Autor/inn/en	Lin, Tzu-Jung; Jadallah, May; Anderson, Richard C.; Baker, Amanda R.; Nguyen-Jahiel, Kim; Kim, Il-Hee; Kuo, Li-Jen; Miller, Brian W.; Dong, Ting; Wu, Xiaoying
Titel	Less Is More: Teachers' Influence during Peer Collaboration
Quelle	In: Journal of Educational Psychology, 107 (2015) 2, S.609-629 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037758
Schlagwörter	Teacher Influence; Small Group Instruction; Group Discussion; Thinking Skills; Cooperative Learning; Scaffolding (Teaching Technique); Teacher Student Relationship; Positive Reinforcement; Public Schools; Elementary School Students; Grade 4; Illinois + Suchen Sie Ihr Suchwort? Gruppendiskussion; Denkfähigkeit; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Public school; Öffentliche Schule; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This study examined the influence of teachers' instructional moves on students' relational thinking during small-group collaborative discussions. One hundred and twenty 4th grade students and 6 teachers participated in a series of 10 discussions, generating a video-recorded corpus containing 32,511 turns for speaking. A microanalysis of a subset of the corpus showed that teacher prompts for relational thinking, rather than lower level prompts or prompts for evaluation, had an immediate effect on student relational thinking, triggering further relational thinking from students over several speaking turns. Students were unlikely to emulate a teacher's relational thinking strategy but highly likely to emulate another student's. Behavioral management but not cognitive management increased the likelihood of relational thinking. Specific praise for cognitive or social strategies enhanced relational thinking, and the bidirectional association between praise and relational thinking suggested a transactional model of teacher--student interaction. The results underscore the importance of teacher influences in peer collaboration, even when the absolute rate of teacher talk is low. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01