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Commentary: Relationships between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts
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Whitebread, David; Grau, Valeska; Somerville, Matthew P. – New Directions for Child and Adolescent Development, 2018
As indicated in the introductory article, this special issue has attempted to represent and illustrate developments in theoretical, methodological, and empirical work related to the role of primary classroom dialogue in supporting children's self-regulation. The articles included report studies carried out in the United Kingdom and Chile (two…
Descriptors: Correlation, Metacognition, Cross Cultural Studies, Teaching Methods
The Role of Regulatory, Social, and Dialogic Dynamics on Young Children's Productive Collaboration in Group Problem Solving
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Pino-Pasternak, Deborah; Whitebread, David; Neale, Dave – New Directions for Child and Adolescent Development, 2018
This qualitative study explored the interactions of six triads of Year One students in the United Kingdom (n = 18; mean age = 5 years, 7 months; 9 female) investigating interpersonal regulation of learning, social dynamics, and "group dialogue," evident in instances of productive collaboration during problem-solving activities. Group…
Descriptors: Foreign Countries, Persuasive Discourse, Group Dynamics, Problem Solving
Vulnerability and Agency: Beyond an Irreconcilable Dichotomy for Social Service Providers Working with Young Refugees in the UK
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O'Higgins, Aoife – New Directions for Child and Adolescent Development, 2012
Many young refugees face significant difficulties in securing support from social services providers. This study invited 21 young refugees aged 16 to 21 to take part in focus groups and follow-up interviews about their experiences of accessing this support. The findings reveal that young refugees may deliberately conform to expectations about…
Descriptors: Focus Groups, Refugees, Social Work, Social Services
Achievement Motivation across Cultures: Some Puzzles and Their Implications for Future Research.
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Hufton, Neil; Elliott, Julian G.; Illushin, Leonid – New Directions for Child and Adolescent Development, 2002
Discusses findings of a cross-cultural study of the relation between self-perception of academic competence and achievement, and attribution of achievement to effort or ability. Considers problems in fitting Anglo-American motivation theory with Russian schooling practice. Calls for culturally sensitive, multimethod approaches in which individual…
Descriptors: Achievement Need, Adolescents, Attribution Theory, Children