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ERIC Number: ED527249
Record Type: Non-Journal
Publication Date: 2009
Pages: 131
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-7498-2
Teacher Scaffolding Moves and Children's Talk in Collaborative Reasoning Discussions
Jadallah, May
ProQuest LLC, Ph.D. Dissertation, University of Illinois at Urbana-Champaign
A total of 90 small-group, free-flowing, peer-led discussions were analyzed to investigate teacher influence on fourth-grade children's argument construction. Teacher-child and child-child interactions were examined for recurrent patterns. A number of teacher-child discussion moves were clustered into three main categories: (a) prompting for and providing reasons, (b) requesting and providing textual evidence, and (c) asking for and providing clarification and explanation. The microgenetic method, lag sequential analysis, and bidirectional dependence analysis were applied to 22,450 turns of discussion to abstract interaction patterns regarding the three sets of discussion moves. Direct and indirect effects as well as immediate and delayed effects were examined. Teacher and children moves which explicitly requested a response from other children were considered to have direct effects, and tended to have an immediate impact. Teacher and child moves that were not direct requests, but triggered children to react, were considered to have indirect effects and continued to have a delayed impact in subsequent turns. Teachers' strongest direct effect of immediate influence was in requests for explanations, followed by requests for reasons and clarification, and finally by requests for evidence. Children's strongest indirect effect of immediate influence on each other was in responding to requests for reasons, followed by responses to requests for clarification and explanation, and finally in responding to requests for evidence. Classrooms were treated as multilayered dynamic systems. Each cluster of discussion moves composed one stream of dynamic interactions within which layers of influence were examined. Four properties of the systems of classroom talk were examined: (a) dependence, (b) stationarity, (c) homogeneity, and (d) reciprocity. All event-sequences of discussion moves were dependent indicating an existing system of interchange between teachers and children and among children themselves. Stationarity and homogeneity assumptions were not met indicating change over time and across groups. Certain discussion moves exhibited not only unidirectional patterns of interaction, but also bidirectional, in which not only teachers affected children, but children affected teachers as well. Children appropriated teachers' discussion moves and started using them independently in later discussions as teachers used the same discussion moves less often. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A