An Exploration of Teacher Practices in Relation to Profiles of Small-Group Dialogue

Educators, policy makers, and researchers have long called for moving away from purely teacher-centered instruction and toward involving students as more active participants in classrooms (Hiebert & Grouws, 2007). A key idea is for students to explain and justify their thinking and connect with...

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Hauptverfasser: Noreen M. Webb, Megan L. Franke, Angela C. Turrou, Marsha Ing
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Megan L. Franke
Angela C. Turrou
Marsha Ing
description Educators, policy makers, and researchers have long called for moving away from purely teacher-centered instruction and toward involving students as more active participants in classrooms (Hiebert & Grouws, 2007). A key idea is for students to explain and justify their thinking and connect with the ideas of others rather than simply giving answers or describing procedures. Explaining their own thinking and receiving explanations from others can help students internalize principles, construct specific inference rules for solving problems, become aware of misunderstandings and lack of understanding (Chi, 2000; Cooper, 1999; Roscoe & Chi, 2007), reorganize and clarify material in their own
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subjects Applied psychology
Behavioral sciences
Classroom interaction
Cognitive processes
Cognitive psychology
Collaboration
Collaborative learning
Economic disciplines
Economics
Education
Educational institutions
Educational methods
Educational personnel
Educational psychology
Educational research
Educators
Elementary schools
Employment
Formal education
Foundations of education
Human behavior
Labor economics
Learning
Learning styles
Mathematics education
Occupations
Outcomes of education
Pedagogy
Psychology
Schools
Science education
Social behavior
Social interaction
Teachers
Teaching methods
title An Exploration of Teacher Practices in Relation to Profiles of Small-Group Dialogue
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