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ERIC Number: EJ899351
Record Type: Journal
Publication Date: 2009
Pages: 8
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0749-4025
Children's Evaluation of Peer Ideas during Classroom Discussions: The Effects of Student Status and Teacher Responses
Kao, Linda L.
Journal of Classroom Interaction, v44 n2 p14-21 2009
Research on small group interactions indicates that children tend to adopt ideas shared by peers with higher status. This study explored whether this pattern exists in whole-class discussions. Using observations and surveys, children's status was not found to be a significant factor in students' evaluation of peer ideas during whole-class discussions. However, the teacher's use of repetition as a response strategy was related to children's positive perception of peer ideas. These findings suggest that participating in whole-class discussions under a teacher's guidance may benefit children with lower status, as peers may pay greater attention to their ideas in this setting. (Contains 2 tables.)
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A