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

By M. Jadallah, Richard C. Anderson, K. Nguyen-Jahiel, Brian W. Miller, Il-Hee Kim, Li-Jen Kuo, Ting Dong, Xiaoying Wu. 2011

163 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/169767a0741474e726d23c0e1899b0227aa039e3

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

From Moves to Sequences: Expanding the Unit of Analysis in the Study of Classroom Discourse. (2015, methodology): “To do so, we compared the sequential dependencies in sub-sets of the corpus (e.g. each of the classrooms) to the corpus as a whole and computed likelihood ratio chi square statistics to test for the significance of the differences between them (see, e.g., Jadallah et al., 2011).”
Teaching and Learning Argumentative Reading and Writing: A Review of Research (2011, background): “Note that Jadallah et al. (2001) were able to make this claim by warranting their conclusions using theoretical framing focused on cognitive processes and social practices: Rogoff’s (1995/2008) notion of students’ appropriation of understanding via social practices when they take part in joint activ”
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “…talk in the learning of science as a way to engage students in the interplay between construction and critique (e.g., Christodoulou & Osborne, 2014; Jadallah et al., 2011; Lemke, 1990; McNeill & Pimentel, 2010; Mercer, 2008; Michaels, O’Connor & Resnick, 2008; Resnick, Asterhan, & Clarke, 2015;…”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “In addition to having a direct effect on the teacher-guided discussion quality, teacher behavior during whole classroom (Webb, 2015) and small group discussions (Jadallah et al., 2011) also serves as a model, which is imitated in peer-to-peer dialogue when teachers are absent.”
Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2018, methodology): “Previous studies have shown a positive relationship between students’ uptake of teachers’ instructional moves and student learning (Jadallah et al., 2011; Lin et al., 2015).”