Less Is More: Teachers' Influence During Peer Collaboration
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 containi...
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| Veröffentlicht in: | Journal of educational psychology 2015-05, Vol.107 (2), p.609-629 |
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| container_title | Journal of educational psychology |
| container_volume | 107 |
| creator | 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 |
| description | 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. |
| doi_str_mv | 10.1037/a0037758 |
| format | Article |
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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.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/a0037758</identifier><identifier>CODEN: JLEPAS</identifier><language>eng</language><publisher>Washington: American Psychological Association</publisher><subject>Cognition & reasoning ; Collaboration ; Collaborative Learning ; Cooperation ; Cooperative Learning ; Educational psychology ; Elementary School Students ; Female ; Grade 4 ; Group Discussion ; Human ; Illinois ; Male ; Peer relationships ; Peers ; Positive Reinforcement ; Public Schools ; Reasoning ; Scaffolding ; Scaffolding (Teaching Technique) ; Small Group Instruction ; Student behavior ; Teacher Influence ; Teacher Student Relationship ; Teachers ; Teaching Methods ; Teaching Models ; Thinking ; Thinking Skills</subject><ispartof>Journal of educational psychology, 2015-05, Vol.107 (2), p.609-629</ispartof><rights>2014 American Psychological Association</rights><rights>2014, American Psychological Association</rights><rights>Copyright American Psychological Association May 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a342t-8ddeb7968bee813d1bf5c20df418fae790bb15c6788f66ce34a016f8defe8f0f3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27905,27906</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1061887$$DView record in ERIC$$Hfree_for_read</backlink></links><search><contributor>Graham, Steve</contributor><creatorcontrib>Lin, Tzu-Jung</creatorcontrib><creatorcontrib>Jadallah, May</creatorcontrib><creatorcontrib>Anderson, Richard C</creatorcontrib><creatorcontrib>Baker, Amanda R</creatorcontrib><creatorcontrib>Nguyen-Jahiel, Kim</creatorcontrib><creatorcontrib>Kim, Il-Hee</creatorcontrib><creatorcontrib>Kuo, Li-Jen</creatorcontrib><creatorcontrib>Miller, Brian W</creatorcontrib><creatorcontrib>Dong, Ting</creatorcontrib><creatorcontrib>Wu, Xiaoying</creatorcontrib><title>Less Is More: Teachers' Influence During Peer Collaboration</title><title>Journal of educational psychology</title><description>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.</description><subject>Cognition & reasoning</subject><subject>Collaboration</subject><subject>Collaborative Learning</subject><subject>Cooperation</subject><subject>Cooperative Learning</subject><subject>Educational psychology</subject><subject>Elementary School Students</subject><subject>Female</subject><subject>Grade 4</subject><subject>Group Discussion</subject><subject>Human</subject><subject>Illinois</subject><subject>Male</subject><subject>Peer relationships</subject><subject>Peers</subject><subject>Positive Reinforcement</subject><subject>Public Schools</subject><subject>Reasoning</subject><subject>Scaffolding</subject><subject>Scaffolding (Teaching Technique)</subject><subject>Small Group Instruction</subject><subject>Student behavior</subject><subject>Teacher Influence</subject><subject>Teacher Student Relationship</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Teaching Models</subject><subject>Thinking</subject><subject>Thinking Skills</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><recordid>eNp90MFKxDAQBuAgCq6r4AsIBQ96sJpp2iR1T7KuurKih_Uc0nSiXWpbk_awb2-k6tHLDMP_MQNDyDHQS6BMXGkaqsjkDplAzvI4AcF3yYTSJIkp52yfHHi_oUGFYUJmK_Q-WvroqXV4Ha1Rm3d0_ixaNrYesDEY3Q6uat6iF0QXzdu61kXrdF-1zSHZs7r2ePTTp-T1brGeP8Sr5_vl_GYVa5YmfSzLEguRc1kgSmAlFDYzCS1tCtJqFDktCsgMF1Jazg2yVFPgVpZoUVpq2ZScjns7134O6Hu1aQfXhJMKuMxyEILJ_xWkTNCAgjoflXGt9w6t6lz1od1WAVXfD1S_Dwz0ZKToKvPHFo9AOUgpQn4x5rrTqvNbo11fmRq9GZzDpldYDmGlUIniNGdfcrF5mg</recordid><startdate>201505</startdate><enddate>201505</enddate><creator>Lin, Tzu-Jung</creator><creator>Jadallah, May</creator><creator>Anderson, Richard C</creator><creator>Baker, Amanda R</creator><creator>Nguyen-Jahiel, Kim</creator><creator>Kim, Il-Hee</creator><creator>Kuo, Li-Jen</creator><creator>Miller, Brian W</creator><creator>Dong, Ting</creator><creator>Wu, Xiaoying</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>201505</creationdate><title>Less Is More: Teachers' Influence During Peer Collaboration</title><author>Lin, Tzu-Jung ; 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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.</abstract><cop>Washington</cop><pub>American Psychological Association</pub><doi>10.1037/a0037758</doi><tpages>21</tpages></addata></record> |
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| subjects | Cognition & reasoning Collaboration Collaborative Learning Cooperation Cooperative Learning Educational psychology Elementary School Students Female Grade 4 Group Discussion Human Illinois Male Peer relationships Peers Positive Reinforcement Public Schools Reasoning Scaffolding Scaffolding (Teaching Technique) Small Group Instruction Student behavior Teacher Influence Teacher Student Relationship Teachers Teaching Methods Teaching Models Thinking Thinking Skills |
| title | Less Is More: Teachers' Influence During Peer Collaboration |
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