The effects of communication training on teachers’ and students’ verbal behaviours during cooperative learning

By Robyn M. Gillies. 2004

134 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/01968e2b0ceb61d35b22174803d978ea8a10d0d1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Promoting reasoned argumentation, problem‐solving and learning during small‐group work (2009, methodology): “The observation schedule of the teachers’ classroom discourse was originally developed by Hertz-Lazarowitz and Shachar (1990) and further modified by Gillies (2004, 2006).”
Promoting academically productive student dialogue during collaborative learning (2017, background): “Teachers need to be strong advocates for inducting students into different ways of thinking and learning by making explicit how to express ideas, seek help, contest alternative propositions, and reason cogently (Gillies, 2004a).”
Dialogic interactions in the cooperative classroom (2016, methodology): “Gillies (2004) found that when teachers are trained to use specific communication skills designed to promote students’ thinking and scaffold their learning, not only do they use more mediated-learning interactions than their untrained peers but the students in these teachers’ classes, in turn,…”
Teachers' reflections on cooperative learning: Issues of implementation (2010, background): “Moreover, students in structured groups are more task focused, provide more detailed explanations to each other to assist each other's understanding, use language that is more cognitively challenging, and attain higher learning outcomes (Gillies, 2003a, 2004; Webb et al., 2009).”
‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, background): “Effective training programs include instructing students in explaining their problem-solving strategies (instead of just giving the answer, Gillies, 2003, 2004; Swing & Peterson, 1982; Webb & Farivar, 1994), giving conceptual rather than algorithmic explanations (Fuchs et al., 1997), justifying…”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “providing explicit, content-specific explanations and instructions (e.g., Webb et al., 2008, Chiu, 2004; Gillies, 2004).”