The role of teacher instructional practices in student collaboration

By N. Webb, M. Franke, Marsha Ing, Angela G. Chan, Tondra De, Deanna Freund, Dan Battey. 2008

142 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/572aa1e065f91250b8c0922141112c12d7877db0

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Motivating Mathematics Learning (2011, background): “, King & Rosenshine, 1993), and to offer good explanations (Webb et al., 2008).”
Enhancing Students’ Engagement (2014, background): “Research also indicates that through group work, students can learn to deeply engage in content (Johnson & Johnson, 1989), ask good questions (King & Rosenshine, 1993), and offer meaningful explanations (Webb et al., 2008).”
‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, result): “(in press ) also found similar results in that the extent to which teachers asked students to elaborate on their explanations about how to solve mathematical problem showed a strong relationship with the nature and extent of students explaining to each other during collaborative conversations.”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Overall, low-content teacher interventions that aim at eliciting student thinking seem to be more effective in sustaining productive student dialogue than providing explicit, content-specific explanations and instructions (e.g., Chiu, 2004; Gillies, 2004; Webb et al., 2008).”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “First, much current work in argumentation emphasizes developing classroom norms of discussion (R. C. Anderson et al., 2001; Webb et al., 2008; Wegerif et al., 1999) but does not distinguish among the various types of argumentation that are specified in dialogue theory.”
Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “Soliciting explanations from, rather than giving explanations to, students fosters classroom environments conducive to collaborative discourse (Webb et al., 2008).”