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Influence of a Teacher's Scaffolding Moves During Child-Led Small-Group Discussions

by Jadallah, May , Nguyen-Jahiel, Kim , Miller, Brian W. , Kim, Il-Hee , Dong, Ting , Wu, Xiaoying , Kuo, Li-Jen , Anderson, Richard C.

in Academic Achievement / African Americans / Argumentation / Children / Children & youth / Classroom Communication / Classroom discussion / Complex systems / Corpus analysis / Delayed / Discourse Analysis / Discussion (Teaching Technique) / Educational research / Elementary School Students / Empirical evidence / Gender Differences / Grade 4 / Group Discussion / Group dynamics / Illinois / Influence / Influences / Instructional scaffolding / Prompting / Racial Differences / Reasoning / Recurrent / Scaffolding / Scaffolding (Teaching Technique) / Sequential analysis / Small Group Instruction / Student Behavior / Students / Teacher Influence / Teachers / Teaching / Teaching, Learning, and Human Development / Womens studies / Zoos

2011

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Influence of a Teacher's Scaffolding Moves During Child-Led Small-Group Discussions

by Jadallah, May , Nguyen-Jahiel, Kim , Miller, Brian W. , Kim, Il-Hee , Dong, Ting , Wu, Xiaoying , Kuo, Li-Jen , Anderson, Richard C.

2011

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Influence of a Teacher's Scaffolding Moves During Child-Led Small-Group Discussions

by Jadallah, May , Nguyen-Jahiel, Kim , Miller, Brian W. , Kim, Il-Hee , Dong, Ting , Wu, Xiaoying , Kuo, Li-Jen , Anderson, Richard C.

2011

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Journal Article

Influence of a Teacher's Scaffolding Moves During Child-Led Small-Group Discussions

Jadallah, May,

Nguyen-Jahiel, Kim,

Miller, Brian W.,

Kim, Il-Hee,

Dong, Ting,

Wu, Xiaoying,

Kuo, Li-Jen,

Anderson, Richard C.

2011

Overview

The influence of one teacher's scaffolding moves on children's performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30 discussions to identify recurrent turn-by-turn patterns of teacher-child and child-child talk initiated by the teacher's moves. A complex system of influence among discussion participants was documented in which the teacher's moves had delayed effects as well as immediate effects, indirect as well as direct effects, and reciprocal instead of unidirectional effects. Some children appropriated scaffolding moves of the teacher and began to spontaneously employ the moves in later discussions.

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Publisher

SAGE Publications,American Educational Research Association

Subject

/ Classroom Communication

/ Classroom discussion