Small-Group Reflections: Parallels Between Teacher Discourse and Student Behavior in Peer-Directed Groups
ARTICLE
Noreen M. Webb, Kariane Mari Nemer, Marsha Ing
Journal of the Learning Sciences Volume 15, Number 1, ISSN 1050-8406
Abstract
Prior research on small-group collaboration identifies several behaviors that significantly predict student learning, such as exchanging explanations and applying help received. Previous reports focus on student behavior to understand why many students do not engage in behaviors predictive of learning, leaving unexplored how teachers may influence small-group interaction. Consequently, this article describes established teacher practices and examines whether and how students reproduce teacher discourse in the context of a semester-long program of cooperative learning in four middle school mathematics classrooms. This article illustrates changes that emerged and factors that made change difficult. The research concludes that student behavior largely mirrored the discourse modeled by and the expectations communicated by teachers. Teachers tended to give unlabeled calculations, procedures, or answers instead of labeled explanations. Teachers often instructed using a recitation approach in which they assumed primary responsibility for solving the problem, having students only provide answers to discrete steps. Finally, teachers rarely encouraged students to verbalize their thinking or to ask questions. Students adopting the role of help-giver showed behavior very similar to that of the teacher: doing most of the work, providing mostly low-level help, and infrequently monitoring other students' level of understanding. The relatively passive behavior of students needing help corresponded to expectations communicated by the teacher about the learner as a fairly passive recipient of the teacher's transmitted knowledge.
Citation
Webb, N.M., Nemer, K.M. & Ing, M. (2006). Small-Group Reflections: Parallels Between Teacher Discourse and Student Behavior in Peer-Directed Groups. Journal of the Learning Sciences, 15(1), 63-119. Retrieved March 28, 2024 from https://www.learntechlib.org/p/165925/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
A systematic review of teacher guidance during collaborative learning in primary and secondary education
Anouschka van Leeuwen & Jeroen Janssen
Educational Research Review Vol. 27, No. 1 (June 2019) pp. 71–89
-
Synchronous Online Discourse in a Technology Methods Course for Middle and Secondary Prospective Mathematics Teachers
Tina Starling & Hollylynne Lee, NC State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 106–125
-
Interactive Learning in Mathematics Education: Review of Recent Literature
Murat Kahveci & Yesim Imamoglu, Bogazici University, Turkey
Journal of Computers in Mathematics and Science Teaching Vol. 26, No. 2 (April 2007) pp. 137–153
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.